DOCSLIB.ORG

Two Literate Homes and Teachers' Perspectives Tracy Swinton Bailey University of South Carolina

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Two Literate Homes and Teachers' Perspectives Tracy Swinton Bailey University of South Carolina University of South Carolina Scholar Commons Theses and Dissertations 1-1-2013 Environments of Excellence: Two Literate Homes and Teachers' Perspectives Tracy Swinton Bailey University of South Carolina Follow this and additional works at: https://scholarcommons.sc.edu/etd Part of the Education Commons Recommended Citation Bailey, T. S.(2013). Environments of Excellence: Two Literate Homes and Teachers' Perspectives. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/1508 This Open Access Dissertation is brought to you by Scholar Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. ENVIRONMENTS OF EXCELLENCE: TWO LITERATE HOMES AND TEACHERS’ PERSPECTIVES by Tracy Swinton Bailey Bachelor of Arts College of Charleston, 1995 Master of Education Coastal Carolina University, 2009 Submitted in Partial Fulfillment of the Requirements For the Degree of Doctor of Philosophy in Language and Literacy College of Education University of South Carolina 2013 Accepted by: Pamela Jewett, Major Professor Susi Long, Committee Member Julia Lopez-Robertson, Committee Member Michelle Jay Bryan, Committee Member Lacy Ford, Vice Provost and Dean of Graduate Studies © Copyright by Tracy Swinton Bailey, 2013 All Rights Reserved. ii DEDICATION This dissertation is dedicated to my parents, Richard and Francis Swinton, who struggled and sacrificed so that I could achieve my dreams. I feel so blessed to have you in my life and so happy that you are here to celebrate this accomplishment with me. I also dedicate this paper to the families living in Gardners Corners who opened their homes to me and allowed me to become a part of their lives for a season. It has been an honor and a privilege to spend time with you. Thank you for sharing your experiences and your insight and for going that extra mile to provide environments of excellence for your children. iii ACKNOWLEDGEMENTS This dissertation would not have been possible without the support of a number of wonderful people, the most wonderful of which is my husband, Issac. His encouragement has kept me moving forward when I wanted to give up. My son, Kyle, and my daughter, Lyric, have been extremely patient, and it has meant the world to me to know that they believe in me. My adviser, Pamela Jewett, is not only brilliant, but wonderfully insightful. It has been a pleasure working with her to bring this paper to fruition. My heartfelt thanks go out to all of the people who took the time to send emails and prayers my way to keep me encouraged. Your support made all the difference. iv ABSTRACT African American children and other children of Color and children living in low- income areas are not performing at the same academic level as their European American counterparts. Some educators have blamed those children and their families for their failure. However, studies show that teaching and learning is happening in all familial settings, and that environments of excellence where the characteristics, conditions, dispositions and practices support student academic success are being established and maintained in all communities, including low-income African American communities. Disregard for this fact has led to a challenge for marginalized children and a widening of the gap between home and school. School districts and Colleges of Education must get involved. Addressing this problem, this study used qualitative methods to explore environments of excellence in a predominantly African American low-income community. Findings were: (1) In environments of excellence, parents incorporate the tenets of culturally responsive pedagogy, (2) The race, experience, and habitus of teachers influence the ways in which they sort students into categories, and (3) While there were both divergences and convergences between parents’ practices and teachers’ perceptions, within the convergences there were sites of possibility for critical conversations. The study examines both teacher and parent perspectives, and offers implications regarding the lessons learned about environments of excellence, as well as pedagogical strategies for teachers and teacher educators. v PREFACE It is a peculiar sensation, this double-consciousness, this sense of always looking at one’s self through the eyes of others, of measuring one’s soul by the tape of a world that looks on in amused contempt and pity. One ever feels his two-ness,--an American, a Negro; two souls, two thoughts, two unreconciled strivings; two warring ideals in one dark body, whose dogged strength alone keeps it from being torn asunder. (Dubois, 1903/1994, p. 2) From the days of slavery to the days of the Civil Rights Movement and through the age of this country’s first African American president, African Americans have struggled against seemingly insurmountable odds in order to obtain reading and writing skills. Abolitionist and orator Frederick Douglass’ (1845/1995) account of being denied the opportunity to learn to read by plantation owners characterized the intellectual brutality of the society in which he lived. Yet, Douglass and countless others like him continued to strive toward achievement in literacy, and Douglass went on to author a book about his struggle. This story is emblematic of the high esteem with which poor African Americans have historically viewed education and literacy development. Rituals such as the singing of “The Star Spangled Banner” and “Lift Ev’ry Voice and Sing,” the Negro National Anthem, in segregated schools demonstrated a love for America as a nation coupled with a strong identity with the struggles associated with being African American. The prevailing narrative inside these schools, though, rested on the pillars of extraordinary achievement for African Americans as a counter-narrative to the ideology of African American intellectual inferiority (Hale 2001; Perry, Steele, & Hilliard, 2003). vi African American scholars in the wake of Douglass’ writing delve deeply into the notion that excellence in education is a key factor in obtaining economic freedom for marginalized groups -- which in the United States means any group that is culturally, linguistically, or economically different from the dominant group (Taylor, 1997). Researcher and educator Dr. Carter G. Woodson (1933/2012) exemplifies this sentiment and stated, “In the long run, there is not much discrimination against superior talent” (p. 54). Woodson’s belief that education, talent, and hard work trump discrimination is echoed in the work of Dubois (1903/1994) who calls on talented and successful African Americans to invest in the educational opportunities of those within the community who have not yet had the opportunity to succeed. Ladson-Billings (2009), Hale (2001), Gay (2010), and others build on this tradition by calling on teachers to see themselves as members of the communities in which they work, and help students embrace ways to enhance the community with knowledge gained in school. This study explores the legacy of excellence that is sustained in communities of Color and poses opportunities for what I have termed environments of excellence in communities to be recognized and emulated in classrooms and schools. The term environments of excellence refers to settings characterized by practices and conditions that lead to the acquisition of the skills needed to successfully solve problems and negotiate life’s demands. In other words, environments of excellence set learners up for success in their current circumstances and future situations as well. The significance of this phenomenon lies in the fact that in every society individuals use strategies to vii maintain or improve their social position, as well as their children’s position (Bourdieu, 1977). Although these strategies are different for children who face different challenges, the ability to read and write is a common thread in the lives of people considered to be successful by society at large. Reading and writing, however, are not the only practices involved in literacy and are not the only important aspects of environments of excellence. Instead, environments of excellence assist learners in gaining multiple literacies. viii TABLE OF CONTENTS DEDICATION ....................................................................................................................... iii ACKNOWLEDGEMENTS ........................................................................................................ iv ABSTRACT ............................................................................................................................v PREFACE ............................................................................................................................. vi LIST OF TABLES ....................................................................................................................x LIST OF FIGURES ................................................................................................................. xi CHAPTER ONE: INTRODUCTION TO THE STUDY……………………………………… ...…..1 CHAPTER TWO: THEORETICAL FRAMEWORK AND REVIEW OF RELEVANT LITERATURE .....20 CHAPTER THREE: RESEARCH METHODOLOGY ...................................................................60 CHAPTER FOUR: “LIFT EV’RY VOICE AND SING”: THE FINDINGS FROM A MULTIPLE CASE STUDY ON ENVIRONMENTS OF EXCELLENCE IN A LOW-INCOME COMMUNITY ..................118 CHAPTER FIVE: BLESSED BE THE TIES THAT BIND:
Load more

Recommended publications
  • Knowled€E of the Land
    KNOWLED€E OF THE LAND Nnrrvs A¡rncucnx CulruREr AND fus¡l¡r¡Nce Swggested Aetiuíty C¿daval's artic.le contains vocabulary and concepts that will be unfa- miliar to manystudents. However, these difficulties can be used to e'n- gage students in i.denrifying questions and principles that will guide their study throughout this unit. A strategy for promoting aetive read- ing of the article follows. Set a Purpose for Reading 'ol.and and Native American Cultures" contains several stateÍrents describing values and beliefs held in common by the Native Ame¡ican groups introduced by the aufhor. Instruct students to highlight or under, line these stalements as they read. Some sample stateûrents are below: At the care af most Natiue Arnericøn cubures are concepts of land, wh;clt shape all føeets af political, soeial, ecanomie, and symbolic life. Natiae Arneriean euhøres baue generalþ pereeiued lønd as pørt af their caltural enuirontnent as well a.s the soøree of nowrishtuent øcd shelter. Tl¡e nøturøl anã spiritøølrelatktnships between ltwr,na.ns and.lønd are central ta the waild arder of rnøny Nøtiue Atnerieans. to Knotuledge of the Land and Apply Give students time in small groups to discuss their selected statements. Discuss ( Students should work together to justify their selections. This process will help less capable readers arrive at meaning. You may want to help students rewrite the statements in their own words. Follow up with a full class discussion and select several statements the students feel are the most "telling" about Native American beliefs 'Write and attitudes. out these statements on a length of newsprint or on individual tag-board strips.
    [Show full text]
  • Nature and the Social Sciences Examples from the Electricity and Waste Sectors Klintman, Mikael
    Nature and the Social Sciences Examples from the Electricity and Waste Sectors Klintman, Mikael 2000 Document Version: Publisher's PDF, also known as Version of record Link to publication Citation for published version (APA): Klintman, M. (2000). Nature and the Social Sciences: Examples from the Electricity and Waste Sectors. Department of Sociology, Lund University. http://www.fpi.lu.se/en/klintman Total number of authors: 1 General rights Unless other specific re-use rights are stated the following general rights apply: Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal Read more about Creative commons licenses: https://creativecommons.org/licenses/ Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. LUND UNIVERSITY PO Box 117 221 00 Lund +46 46-222 00 00 Klintman; sida 1 NATURE AND THE SOCIAL SCIENCES Klintman; sida 2 Klintman; sida 3 Mikael Klintman Nature and the Social Sciences Examples from the Electricity and Waste Sectors Lund Dissertations in Sociology 32 Klintman; sida 4 © Mikael Klintman 2000 Kjell E.
    [Show full text]
  • Sourcebook in Forensic Serology, Immunology, and Biochemistry: Unit
    U. S. Department of Justice National Institute of Justice Sourcebook in Forensic Serology, Immunology, and Biochemistry Unit M:Banslations of Selected Contributions to the Original Literature of Medicolegal Examinations of Blood and Body Fluids - a publication of the National Institute of Justice About the National Institute of Justice The National lnstitute of Justice is a research branch of the U.S. Department of Justice. The Institute's mission is to develop knowledge about crime. its causes and control. Priority is given to policy-relevant research that can yield approaches and information State and local agencies can use in preventing and reducing crime. Established in 1979 by the Justice System Improvement Act. NIJ builds upon the foundation laid by the former National lnstitute of Law Enforcement and Criminal Justice. the first major Federal research program on crime and justice. Carrying out the mandate assigned by Congress. the National lnstitute of Justice: Sponsors research and development to improve and strengthen the criminal justice system and related civil justice aspects, with a balanced program of basic and applied research. Evaluates the effectiveness of federally funded justice improvement programs and identifies programs that promise to be successful if continued or repeated. Tests and demonstrates new and improved approaches to strengthen the justice system, and recommends actions that can be taken by Federal. State. and local governments and private organbations and individuals to achieve this goal. Disseminates information from research. demonstrations, evaluations. and special prograrris to Federal. State. and local governments: and serves as an international clearinghouse of justice information. Trains criminal justice practitioners in research and evaluation findings.
    [Show full text]
  • 2016 Fall Canticle
    Fall 2016 anticle of t. ertrude C S G A Journal of Our Life mercyfor the earth A Message from Prioress Sister Mary Forman Pope Francis in his encyclical letter Laudato Si’ reminds of home and the awesomeness of an us that while humans are made in the image of God, unfathomable God, who was as faithful every creature serves God’s purpose and the whole of the as the sea’s vast presence. universe speaks of God’s love. The Pope goes on to say that certain places carry the meaning of our relationship A friend of mine, who grew up on the with God, such that going back to them in our memory flat prairies of North Dakota once stated “is a chance to recover something of their true selves.” that the very vastness of the plains, with Thus, in exploring “the sacredness of the world, [we] its waving grasses and sounds of crickets and meadow- explore [our] own.”* larks brought her a sense of home, the God who cared for each little creature and provided the grain and seeds Growing up in Boise, Idaho, it was possible from my home for a wide variety of prairie grasses. The sighting of the on the bench to see the Boise foothills and the Owyhees; first prairie crocus was a sign of Christ’s resurrection for the sight of them reminded me of the opening verses of her; the seemingly overlooked silver casing, bursting open Psalm 121: “I look to the mountains, from whence comes with its delicate purple flower turning its face to the sun, my help; my help comes from the Lord, who made heaven spoke to her of the hope of new life.
    [Show full text]
  • A Grammar of Aguaruna
    A Grammar of Aguaruna Simon E. Overall M.A. (Hons) A thesis submitted in total fulfilment of the requirements for the degree of Doctor of Philosophy Research Centre for Linguistic Typology La Trobe University Bundoora, Victoria, 3086 Australia December 2007 SUMMARY ................................................................................................................................................. XVI STATEMENT OF AUTHORSHIP ........................................................................................................... XVI ACKNOWLEDGEMENTS.......................................................................................................................XVII CONVENTIONS FOLLOWED.............................................................................................................. XVIII ABBREVIATIONS USED............................................................................................................................XX MAP ............................................................................................................................................................XXII CHAPTER 1: INTRODUCTION ................................................................................................................1 1.1 LINGUISTIC PROFILE .........................................................................................................................1 1.1.1 Autodenomination .......................................................................................................................2
    [Show full text]
  • Brecker Sideman Disco
    If you have any additions, please mail me at [email protected] Updated March 1, 2007 1 Original Motion Picture Soundtrack) Wiz, The 1978 MCA 2-MCA6010 2 (Original Motion Picture Soundtrack) Warriors, The 1979 A&M SP-3151 3 (Original Motion Picture Soundtrack) Footloose 1984 Columbia JS39242 4 (Original Motion Picture Soundtrack) 9 1/2 1986 Capitol CDP46722 5 (Original Motion Picture Soundtrack) Bright Lights, Big City 1988 W.P. 25688-1 6 (Original Motion Picture Soundtrack) Midnight In The Garden Of Good And Evil 7 (Original TV Soundtrack) A House Full Of Love (Bill Cosby Show) 1986 8 ACOM Cozmopolitan 1981 East World/EMI EWJ-80193 9 Abercrombie, John Night 1984 ECM 8232122(ECM1272) 10 Abercrombie, John Getting There 1988 ECM 8334942(ECM1321) 11 Abercrombie, John Works (Compilation) 1988 ECM ECM 837 275-2 12 Acogny, Georges Guitars On The Move 1983 String 33855 13 Aerosmith Pandora's Box (Compilation) 14 Aerosmith Get Your Wings 1974 Columbia PC32847 15 Air Air 1971 Embryo SD-733 16 Akkerman, Jan 3 1979 Atlantic K50664 17 Alessi All For A Reason 1978 A&M 4657 18 Allison, Luther Motown Years 1972-1976 (Compilation) 19 Allison, Luther Night Life 1979 Gordy G-974V1 20 Ambrosetti, Franco Wings 1983 Enja 4068 21 Ambrosetti, Franco Tentets 1985 Enja 22 Ambrosetti, Franco Gin And Pentatonic (Compilation) 1992 Enja 4096 2 23 Arista All Stars Blue Montreux 1978 Arista AB-4224 24 Arista All Stars Blue Montreux II 1978 Arista AB-4245 25 Arista All Stars Blue Montreux (CD Compilation) 1988 BMG 6573-2-RB 26 Artful Doger Artful Doger
    [Show full text]
  • Borden, Carla, Ed. Land and Native American Cultures
    DOCUMENT RESUME ED 426 017 SO 029 301 AUTHOR Blubaugh, Donelle; Borden, Carla, Ed. TITLE Land and Native American Cultures: A Resource Guide for Teachers, Readings, Activities, and Sources, Grades 9-12. INSTITUTION Smithsonian Institution, Washington, DC. Center for Folklife Programs and Cultural Studies. PUB DATE 1996-00-00 NOTE 177p.; Slide set not available from EDRS. AVAILABLE FROM Smithsonian Institution, Office of Elementary and Secondary Education, Arts and Industries Building 1163, MRC 402, Washington, DC, 20560. PUB TYPE Collected Works General (020) Reference Materials - General (130) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS *American Indian Culture; *American Indians; Art Expression; *Cultural Context; Cultural Differences; *Folk Culture; *Latin American Culture; Learning Activities; Secondary Education; Social Studies; Story Telling IDENTIFIERS *Andean People; Ceremonies; *Native Americans; Rituals ABSTRACT The educational materials in this resource guide were developed from information collected from the 1991 and 1994 Festival of American Folklife programs held at the National Mall in Washington, DC. The festivals were held in connection with the 500th anniversary of Spanish contact with the Americas and were celebrations of the diversity and persistence of "America's First People." The guide provides an opportunity for teachers and students to learn how native cultures in North and South America have sustained themselves through unique partnerships with their environments for thousands of years. It features cultural
    [Show full text]
  • Land and Ive Erican Utture'
    LAND AND IVE ERICAN UTTURE' A Resource Guide for Teachers Reødings, Actiuities, And Sources Grades 9-12 Th e Srnith sonian Institution Center for Folklife Programs (y Cultural Studies Washington, D.C. A Resource Guide for Teachers This proiect has been made possible with the support of the National Museum of the Readings, Activities, and Sources American Indian, the Smithsonian Educational Outreach Fund, and the Smithsonian ( .Women's \' * Grades 9-12 Committee. Donelle Blubaugh Grateful acknouledgment is made for permission to repri.nt the follouing: Writer "Knowledge and Power in Native American Cultures" by Olivia Cadaval, "Ethno- Development in Taquile" by Kevin Heal¡ and "Ethno-Development among the Jalq'a" Betty Belanus by Kevin Healy from 1991 Festiual of American Folþlife. @ 1.991 by the Smithsonian Education Specialist Institution. Reprinted by permission of the Smithsonian Institution. Recipe for Hopi Finger B¡ead from Hopi Cookery by Juanita Tiger Kavena. O 1980. Olivia Cadaval Reprinted by permission of the University of Arizona Press. Ctrratox Excerpt from Report of the Third Hopi Mentøl Healtb Conference: Prophecy in LAND rN NArrvE AMER¡¡'AN curruR¡s Motion. @ 1984, Reprinted by permission of the Hopi Health Department. Excerpt from "Lessons from Ancient Farmers" by William Mullen from SUNDA\ The Robert 'W'. Two Bulls Chicøgo Tribune Magazine. @ November 23, 7986. Reprinted by permission of The Illustrøtor Chicago Tribune Co. Adaptation of recipe for Quinoa and Black Bean Salad in "Grain and Pasta Salads" Vann/McKnight Design Írolr. Goørmet Magazine. @ July 1994. Reprinted by permission oÍ Gourmet Magazine. Designers "Ancient Methods to Save Soil: 'A New'Way of Thinking"' by Boyce Rensberger from The Washington Post.
    [Show full text]
  • Report No Available from Edrs Price Descriptors
    DOCUMENT RESUME ED 290 079 CG 020 442 TITLE Ability Is Ageless. Hearing before the Subcommittee on Health and Long-Term Care of the Select Committee on Aging. House of Representatives, Ninety-Ninth Congress, Second Session. INSTITUTION Co:gress of the U.S., Washington, D.C. House Select CommittGe on Aging. REPORT NO House-Comm-Pub-99-599 PUB DATE 9 Sep 86 NOTE 103p.; Portions contain small/light print. AVAILABLE FROMSuperintendent of Documents, Congressional Sales Office, U.S. Government Printing Office, Washington, DC 20402. PUB TYPE Legal/Legislative/Regulatory Materials (090) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS *Ability; *Age Discrimination; *Aging (Individuals); Equal Opportunities (Jobs); Fe.aral Legislation; Hearings; *Older Adults; *Reti :ement IDENTIFIERS Congress 99th ABSTRACT This document presents the text of a hearing on the relationship of ability to age, in reference to removing age caps so that age will be irrelevent to getting and keeping a job. Statements by Representatives Ron Wyden, Claude Pepper, Ralph Regula, Bill Schuette, Jim Lightfoot, Ike Skelton, George Wortley, and Don Bonker are included. Testimony by witnesses who are themselves older adults is given by William H. Masters, Rear Admiral Grace Hopper, Herbert Brown, Nellie Brown, Albert Sabin, Sam Freeman, Juanita Thornton, and Robert Butler. Testimony by these expert witnesses is provided: (1) Jack Ossofsky, president of the National Council on Aging' (2) David S. Liederman, executive director of the Child Welfare League of America and cochair of Generations United; (3) Donald K. DeWard, director of employment, the Travelers Co.;(4) Evelyn Smith, codirector of Retiree Job Bank; and (5) Alec Olson, administrator of Green Thumb, Inc.
    [Show full text]
  • 23, 1950 Every Thunder
    THE WESTFIELD LEADER THE LEADING AMD MOST WIDELY CIMCVUTED WEEKLY MEWgPAPEM IN UNION COUNTY YEAB—No. ?S EhUred a* second Cl»m Matter. PubMrtee Post Office, WeetfleKL K. 1. WESTFIELD, NEW JERSEY, THUBSDAY, MARCH 23, 1950 Every Thunder. Jjustnent Board Safety Council Approves GOPIWnSet Operation "Ml/D" For iVew High School Request Bicycle Licensing Here Luncheon Date Paves Way Far fir Apartnent Cabrieleon Aide NewHighSeM Licensing of bicycles in West- Councilman Arthur Bauer, chair- field appeared one step close, „r- man of the licensing committee, to Slated To Speak O Protest Thursday night, when the West- discuss the ordinance in detail. ^tAl g.R. Welch'* Bid field Safety Council voted its ap- Meanwhile, plans are proceeding The Westfield Women's Republi proval of a proposed ordinance re- to hold the annual bicycle inspec- can Club will hold its annual TtiMday Eveat For Rezoning quiring bicycle licenses "as a means tion at Westfield schools in late spring luncheon on Tuesday, May De.pile Mud, Raia of improving and promoting; safe- April or early May. New blue and 9, at 1 p. m. at the Beechwood 1 re-wning request by Herbert ty." white inspection stickers have been Hotel, Summit. Ground-breaking for Welch Jr. to permit erection of Joining the Town Council's li- ordered for all bicycles passing The speaker will be Mrs. Gil- n«w ,3,000,000 hick school to* •700,000, 72-unit garden spart- censing committee, which previous- inspection. ford Mayes of Kellogg, Idaho, Re- plat* Tueiday afternoon btfor* tlr It 926-1012 Central avenue ly studied and approved the meas- Mathematics classes at Roosevelt publican national committeewoman mogt 200 persons at the lit* •* dtnied Thursday night at a ure, the Safety Council believes Junior High School are preparing for her state and assistant to Guy Dorian road and Railway arMHM.
    [Show full text]
  • P.J. Perry/Tommy Banks Quartet Gene Bertoncini and Jim Head Guitar
    Fall 2014 ALL SHOWS BEGIN AT 8pm DOORS OPEN AT 7pm P.J. Perry/Tommy Banks Quartet Gene Bertoncini and Jim Head Guitar Double Bill The Yardbird Suite All Stars Under the Direction of Craig Brenan Play the Music of the Thelonious Monk Big Band Ralph Bowen Quintet/ MacEwan University Jazz Faculty Band with special guest Ralph Bowen Lew Tabackin Trio Jacky Terrasson Trio Barry Altschul Trio KØGGING Expansions: The Dave Liebman Group Ralph Alessi Baida Quartet Jack De Keyzer - Yardbird Suite Blues Frode Gjerstad Trio with special guest Steve Swell Fernanda Cunha Jeff Hendrick & the Love Jones Band Elizabeth Shepherd A/B Trio with Mike Murley Rubim de Toledo/Jim Brenan CD Release Double Bill Celebrating 30 Years at Photo: Dave Liebman 11 Tommy Banks Way Edmonton Jazz Society’s our Volunteer House Managers Board of Directors • Sue Cameron • Jan Doll • Bill Hume • Judy Hume 2013•2014 • Pam Josey • Gail Kelly • Tracy Kolenchuk • Trevor Moyer • Lori Mullen • Collette Slevinsky Adrian Albert • President • Rhonda Smith • Karen Voller Francis Remedios • Vice President Stuart Crosley • Treasurer Yardbird Suite Newsletter Wendy Magill • Secretary The Yardbird Newsletter is published four times per year by the Edmonton Jazz Society. Board Members EDitoR • Adrian Albert • Jasiek Poznanski Dave Babcock • Monique Bielech • Dwayne Hrynkiw GRAPHIC DESIGN • Kim Deley, Critical Path Marketing David MacFarlane • Pam Josey • Jasiek Poznanski Communications Dominique Roy • Reg Wilkes DISTRIBUTION • Monique Bielech, Bill Harper Yardbird Suite PRINTING • Ion Print Solutions Inc. Programming • Adrian Albert, Julie King, Jasiek Poznanski Tickets PRODUCTION • Lisi Sommer Tickets for Yardbird Suite shows are available TUESDAY NIGHT SESSIONS • Dan Davis at Tix on the Square and at the door on the night Littlebirds Director • Joel Gray of the performance.
    [Show full text]
  • View Was Provided by the National Endowment for the Arts
    1 Funding for the Smithsonian Jazz Oral History Program NEA Jazz Master interview was provided by the National Endowment for the Arts. GUNTHER SCHULLER NEA Jazz Master (2008) Interviewee: Gunther Schuller (November 22, 1925 – June 21, 2015) Interviewer: Steve Schwartz with recording engineer Ken Kimery Date: June 29-30, 2008 Repository: Archives Center, National Museum of American History, Smithsonian Institution Description: Transcript, 87 pp. Schwartz: This is Steve Schwartz from WGBH radio in Boston. We’re at the home of Gunther Schuller on Dudley Road in Newton Centre, Massachusetts, to do an oral history for the Smithsonian Oral History Jazz Program, if that’s the right title. Close enough? Hello Gunther. Schuller: Hello. Good to see you. Schwartz: Thank you for opening your doors to us. We should start at the beginning, or as far back to the beginning as we can go. I’d love to have you talk about your childhood, your growing up in New York, and whatever memories you have – your parents, who they are, who they were – things like that to get us started. Schuller: I was born in New York. Many people think I was born in Germany, with my German name and I speak fluent German, but I was born in New York City. My parents came over from Germany in 1923. They were not married. They didn’t know each other. They just happened to leave more or less the same time, when the inflation in Germany was so crazy that a loaf of bread cost not 40, 400, 4,000, but 4-million marks.
    [Show full text]