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So Grows the Forest: Reconceptualizing Rural Education Through Significant Memories, Epiphanic Moments, and Critical Conversations in a Post-Reconceptualist Era

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So Grows the Forest: Reconceptualizing Rural Education Through Significant Memories, Epiphanic Moments, and Critical Conversations in a Post-Reconceptualist Era MIAMI UNIVERSITY The Graduate School Certificate for Approving the Dissertation We hereby approve the Dissertation of Peggy Sue Larrick Candidate for the Degree Doctor of Philosophy ______________________________________ Dr. Thomas S. Poetter, Director ______________________________________ Dr. Denise Taliaferro-Baszile, Reader ______________________________________ Dr. Joel Malin, Reader ______________________________________ Dr. Sheri Leafgren, Graduate School Representative ABSTRACT SO GROWS THE FOREST: RECONCEPTUALIZING RURAL EDUCATION THROUGH SIGNIFICANT MEMORIES, EPIPHANIC MOMENTS, AND CRITICAL CONVERSATIONS IN A POST-RECONCEPTUALIST ERA by Peggy S. Larrick In this project, I engage in pedagogical research, through self-study, situated in time, space, and place, and work toward reconceptualizing curriculum in which poor, rural, elementary students can unlearn and disrupt constructs of structural racism. I return to the past to explore my own educational experiences in which I failed to acknowledge what it meant to be white in a rural place that is predominantly white. I suggest that miseducation (Woodson, 1933/2010) occurs in rural places but goes unnoticed because of an unexamined commitment to white supremacist patriarchal systems of schooling (hooks, 1994). I engage in a personal healing process by drawing on Critical Race Feminist currere (Baszile, 2015) and place-based pedagogy (Gruenwald, 2003a, 2003b). This healing predicates and includes a personal dialogue with self about the intersection of race, class, and gender in predominantly white places of schooling and is framed in transforming and reclaiming education as the work of women (Grumet, 1988). I utilize Critical Race Feminist currere (Baszile, 2015) to center my own personal and critically reflective narrative to “unlearn” white supremacist attitudes (Allen, 2009). I ask: Who am I, as a white, middle-class, woman teacher in this rural place of schooling? How do my remembered stories of educational experiences inform the healing process necessary for my own decolonization? How might a rural, white, woman teacher – who is herself working on healing from her own colonization and complicity – create a classroom environment that engages students in a similar process to disrupt and refute how this rural place promotes narratives of poor whites who feel justified in speaking insensitivities (in some cases hostilities) toward others? SO GROWS THE FOREST: RECONCEPTUALIZING RURAL EDUCATION THROUGH SIGNIFICANT MEMORIES, EPIPHANIC MOMENTS, AND CRITICAL CONVERSATIONS IN A POST-RECONCEPTUALIST ERA A DISSERTATION Presented to the Faculty of Miami University in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Educational Leadership by Peggy S. Larrick The Graduate School Miami University Oxford, Ohio 2018 Dissertation Director: Dr. Thomas S. Poetter © Peggy S. Larrick 2018 TABLE OF CONTENTS DEDICATION ............................................................................................................................ vii ACKNOWLEDGEMENTS ....................................................................................................... vii Prelude: One Night I Dreamed of a Whale ................................................................................ 1 Part I: The Landscape .................................................................................................................. 4 Chapter 1: Problem, Significance, and Questions ..................................................................... 4 Dakota’s Home Visit ....................................................................................................... 4 The Revelation ........................................................................................................................ 6 Significance of the Study ........................................................................................................ 7 Call to Curricular Action ........................................................................................................ 8 The Research Project ............................................................................................................ 11 The Questions ....................................................................................................................... 13 From my Window ......................................................................................................... 14 Chapter 2: Methodology, Methods, and Framing of Chapters .............................................. 18 The Realization ..................................................................................................................... 19 Methodology ......................................................................................................................... 22 Critical Race Feminist currere. ......................................................................................... 22 Using Critical Race Feminist Currere. .............................................................................. 25 Method .................................................................................................................................. 27 A Bit about Bits ............................................................................................................ 28 Data Collection ..................................................................................................................... 31 Rural Setting ......................................................................................................................... 32 Framing of Chapters ............................................................................................................. 33 Conclusion: Beginning with Self .......................................................................................... 35 Chapter 3: The Implications of a Rural I: Who Can I Be? ..................................................... 36 Significance of Place ............................................................................................................. 38 Definitions of Place ............................................................................................................... 39 Defining a rural setting. .................................................................................................... 39 Coming to terms: rural or Appalachia, identity or culture. ............................................... 40 Retaking My Place ................................................................................................................ 41 Pedagogy of Place ................................................................................................................. 41 Confluence of Place, Time, and Self .................................................................................... 42 Rural as Absence ................................................................................................................... 43 Conclusion: Place Matters .................................................................................................... 45 Interlude: Dad’s Eulogy ............................................................................................................. 46 Part II: The Narratives ............................................................................................................... 49 Chapter 4: Who am I? I am Woman. Narratives of a Girl-Child .......................................... 49 Gendered Narratives: Mismanaged Junk Trees Produce Compliance Berries ..................... 52 The Day I Dropped My Crayons .................................................................................. 52 Narratives of an Invisible Girl-Child .................................................................................... 55 iii Seeking Dad .................................................................................................................. 56 Schooling: The Establishment of Roots ................................................................................ 57 Misplaced Trust: Poison Junk Berries .................................................................................. 60 Compliance in the Classroom ............................................................................................... 62 Compliance-Resistance ......................................................................................................... 63 Compliance-Resistance ................................................................................................. 64 Conclusion: As Goes Life, So Grows the Forest .................................................................. 66 Chapter 5: Who Am I? I am Blended-Rural. Narratives of Place ......................................... 68 Place as Setting ..................................................................................................................... 69 Narratives of a New and Different Place .............................................................................. 71 Sorely Unaware ............................................................................................................. 72 From Trusted Fraud to Confident Complicity ...................................................................... 74 Thank You, Susan Washington ..................................................................................... 77 Comply or Resist: Maintaining Balance in my Return ........................................................
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