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Exploring the Relationship Between a Small Rural School in Northeast Georgia and Its Community: an Image-Based Study Using Participant-Produced Photographs

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Exploring the Relationship Between a Small Rural School in Northeast Georgia and Its Community: an Image-Based Study Using Participant-Produced Photographs DOCUMENT RESUME ED 459 014 RC 023 196 AUTHOR Sampson-Cordle, Alice Vera TITLE Exploring the Relationship between a Small Rural School in Northeast Georgia and Its Community: An Image-Based Study Using Participant-Produced Photographs. PUB DATE 2001-00-00 NOTE 411p.; Ph.D. Dissertation, University of Georgia. Photographs may not reproduce adequately. PUB TYPE Dissertations/Theses Doctoral Dissertations (041) EDRS PRICE MF01/PC17 Plus Postage. DESCRIPTORS Case Studies; *Community Relations; Community Study; Elementary Secondary Education; Geographic Isolation; Local History; *Photographs; Qualitative Research; *Rural Schools; Rural Sociology; *School Community Relationship; Small Schools; Small Towns; Social Capital; *Values IDENTIFIERS *Rural Culture ABSTRACT This study examined the relationship between a small rural school in northeast Georgia and its surrounding community. Three teachers, two community members, and three students used cameras to collect data related to their perceptions of the school-community relationship. They created photographs, then wrote about their photos, and finally, held the photos in their hands as they discussed their meanings with the researcher. Findings indicate that the relationship between school and community is defined by frequent interactions among kin, neighbors, and community members that permeate the school and community. Community members reinforce the values of the community and teach the rules for conduct to young and new members. Often this is done at school by modeling values and participating in activities that involve interactions between school and community. Participants provided examples of methods for maintaining community cohesion. They also provided examples of how a common will can create barriers to outsiders or those who do not conform to the community's social structure. Participants provided a vision for the future of the school-community relationship in which the old school auditorium is reclaimed and a new media center is built. These could be places where insiders and outsiders in the community meet, discuss, and consider what each has to offer the community. Increased interactions will increase social capital and strengthen the school-community relationship. Appendices present research materials, including examples of photofeedback and photoessays. (Contains 104 references and numerous photographs.) (TD) Reproductions supplied by EDRS are the best that can be made from the original document. EXPLORING THE RELATIONSHIP BETWEEN A SMALL RURAL SCHOOL IN NORTHEAST GEORGIA AND ITS COMMUNITY: AN IMAGE-BASEDSTUDY USING PARTICIPANT-PRODUCED PHOTOGRAPHS by ALICE VERA SAMPSON-CORDLE BSED, The University of Georgia, 1988 MED, The University of Georgia, 1995 A Dissertation Submitted to the Graduate Faculty ., (- of The University of Georgia in Partial Fulfillment U.S. DEPARTMENT OF EDUCATION Office of Educational Research andimprovement INFORMATION \EDUCATIONAL RESOURCES CENTER (ERIC) 'y of the This document has beenreproduced as Jreceived from the person ororganization originating it. Requirements for the Degree made to improve 1 O Minor changes have been reproduCtiOn duahty. stated in this docur Points of view or opanonsrepresent official 1. ment do not necessanly OERI position or policy i DOCTOR OF PHILOSOPHY REPRODUCE THIS "PERMISSION TO BY MATERIAL HASBEEN GRANTED \ ATHENS, GEORGIA RESOURCES TO THEEDUCATIONAL CENTER (ERIC)." INFORMATION 2001 BEST COPYAVAILABLE ALICE VERA SAMPSON-CORDLE Exploring the Relationship Between a Small Rural School in Northeast Georgia and Its Community: An Image-Based Study Using Participant-Produced Photographs (Under the Direction of PRISCILLA ELIZABETH PATE) Close to half of the schools in the United States are located in rural areas- and small towns. Economies-of-scale, via school consolidation, continues to be the dominant reform effort particular to rural education. The assumption is often made that through the centralization of resources, large rural schools are more efficient than smaller schools. But, some rural scholars now challenge the-notion-of just-what constitutes "efficiency." In addition, small rural schools not facing immediate consolidationare often held to standards and uniform practices that may not make- sense-in light of its lack ofresources, isolation, and organization: this "one best fit" reform ignores the unique attributes, concerns, and community attached to rural schools. The purpose of this study was to examine the influences, identifications, and interactions between a small rural school and its surrounding community. Through the employment of image-based research and the examination of local demographics and historical and local documents, I have attempted to describe the relationship--betweena small rural K-12 unit school and its community so that stakeholders and policymakers may better understand the impact extrinsic and sweeping reform policies may have on small rural schools and their communities. Data include photographs, photofeedback, and photointerviewing responses. Through the exploration of the connections between_a small, rural school and its community, I present a descriptive picture of rural education in a particular setting. Three sets of findings are presented for this study. First is a story of Woody Gap School. Next is the participants' photoessays created from a within-case analysis of participant data, organized as themes. The last set is the themes created froma cross-case analysis of these photoessays, presented in two sections:common themes and individual responses. Some themes that emerged from this data are-Kinship Connections, Kinship- Like Connections, Outsiders and Rules for Conduct, Exclusivity, Involvement in the 3 Community, The Chair Brigade, Expectations of Community, Self-sufficiency and Tenacity, Old Habits, Community Support of School; Activities and-Traditions; and Mutual Reliance. A discussion of the findings considers tbemes within the context of TOnnies's Gemeinschaft and society Gesellschaft continuum and Coleman's discussion of intergenerational closure. INDEX WORDS: Rural education, Rural-schools, School and Community, Georgia rural schools, K-12 schools, School size, Intergenerational closure, Image-Based research; Photoessay, Photoelicitation, Photofeedback, Photointerviewing, Participant-produced photographs 4 0 2001 Alice Vera Sampson-Cordle All Rights Reserved EXPLORING THE RELATIONSHIP BETWEEN A SMALL RURAL SCHOOL IN NORTHEAST GEORGIA AND ITS COMMUNITY: AN IMAGE-BASED STUDY USING PARTICIPANT-PRODUCED PHOTOGRAPHS by ALICE VERA SAMPSON-CORDLE Approved: Major Professor Date Approved: Dean of the Graduate School Date 6 DEDICATION This dissertation is first dedicated to my husband, Joel,my best friend and the love of my life. I would not have had the courage to embarkon such a project as this without his loving smile, keen ear, undivided attention, andgreat cooking. I can't imagine sharing life's wonderful adventures with anyone else. This dissertation is also dedicated to my son, Asa,an old soul who was always willing to take the time to lend an ear whenever I neededa sounding board. He forever encouraged me to press on whenever fatigue and lack of focus threatened to derailmy progress. I am proud of his own hard work and dedication to his personal and professional goals. Finally, this dissertation is dedicated to the study's participants and members of Woody Gap School and the unincorporated town of Suches, Georgia. All whom Imet welcomed me into their school, shops, and homes withopen arms and open minds. There, in the "Valley Above the Clouds," I founda magical place, where even on the coldest day I was warmed by kindness. iv 7 ACKNOWLEDGEMENTS Many wonderful people lent a helping hand along my way to completing this project. I am grateful to all of my family and friends for their unwavering support and their interest in my progress. In the first place, I must thank my nephew Stephen for sending me "Flat Stanley": he led me to Woody Gap School. A special thank-you tomy sisters, Mary and Susan, who were always willing to take time out of their busy schedules to be there for me, and to my mother, for her love and for always allowing us kids to read at the dinner table. I thank my other parents, Mattie and Nub for their love and support. Thanks to Joan and Billy for checking in on a regular basis and to Charlie-Chuck-Sam for the e-pats on the back. Thanks to Anne for tolerating all those times I showed up at her door to vent. Within the College of Education, I found encouragement and guidance from many: Dr. Jo Beth Allen, Dr. Jeri Benson, Dr. Lynn Bryan, Dr. Carl Glickman, Dr. John Dayton, Dr. Michael Padilla, Dr. Lynne Schrum, and Dr. Bettie St. Pierre. The Elementary Education Department was my second home, and my "family" there always gave generously of their advice and their reading libraries: Dr. Martha Alexsaht-Snider, Ms. Stephanie Bales, Ms. Joyce Brown, Dr. Rachel Davis, Dr. Denise Muth Glynn, Dr. Laurie Hart, Dr. Brenda Manning, Dr. Jim McLaughlin, Dr. Penny Oldfather, Dr. Beverly Payne, Dr. Jack Powell, Dr. Judy Reiff, Dr. George Stanic, and Ms. Frieda Thornton. I must acknowledge the support of the department's graduate assistants, housed in the heart of the fourth floor. Like cadets at an academic boot camp, we commiserated during the tough times and celebrated each other's victories during the good times. Our breakfasts and sharetime at the Grill always left me feeling energized. Dr. Page Campbell, Dr. Ruth Ference, Dr. Gert Nesin, soon-to-be-Dr.
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