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Urban Appalachian Professional Storytellers' Narratives

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UNIVERSITY OF CINCINNATI Date:___________________ I, _________________________________________________________, hereby submit this work as part of the requirements for the degree of: in: It is entitled: This work and its defense approved by: Chair: _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ Urban Appalachian Professional Storytellers’ Narratives: An Analysis of Their Life Experiences and Their Performance Content A dissertation submitted to the Division of Research and Advanced Studies of the University of Cincinnati In partial fulfillment of the requirements for the degree of Doctor of Education In the Division of Teacher Education of the College of Education, Criminal Justice, and Human Services 2006 by Christina D. Walton B.S.Ed. Bowling Green State University 1973 M.A. University of Findlay 1995 Committee Chair: Janet L. Bohren Ph.D. 1 Abstract This dynamic ethnographic study uses a mixed method investigation of 22 urban Appalachian professional storytellers from Greater Cincinnati (Ohio and Kentucky) who, when encountered, are interviewed in-depth, observed and photographed in 50 performances at 18 events, and surveyed to discover: How do professional storytellers’ life experiences influence their professional storytelling performance content? The professional storyteller’s story carries the celebration of the performance topic, whether it is family, mountain life, identity, folklore, sacred beliefs, community practices, or health. When the topic is spoken to the audience in a festival atmosphere, it becomes a celebratory moment of that cultural experience. Celebration revolved around family, friends, neighbors, and community. Storytellers celebrated their sense of identity and the sense of belonging to a people. Storytellers move everyday kind of life experiences to a level of celebration just by its inclusion in a story during a performance at a festive event. Findings reveal that storytellers interpret the stories they tell and construct their own realities because a vantage point of a life story provides a platform with which to reflect on personal experiences through the lens of the story and to situate family histories for the audience through the performance. Storytellers perform their stories throughout their communities at various events, at festivals, in educational settings and libraries to raise awareness and to entertain. Their narratives serve as cultural tools for representing their past and sharing stories with future generations. Based on these storytellers’ perspectives, stories accomplish more than preservation of cultural values. Stories are dynamic and ever-changing with each telling. Through the lens of the story, storytellers’ personal interpretations are transmitted to audiences. 2 Copyright © 2006 by Christina D. Walton. All rights reserved. 3 Acknowledgements This research would not have been possible without the 22 professional storytellers of Greater Cincinnati, Ohio and Kentucky who gracefully opened their lives to me during their reflective personal interviews. Their verbal artistry, inspiring performances and the depth of their experience provided the substance of this study. I offer my appreciation and thank you to each of these keepers of the stories: Lisa Breithaupt, Angela Buelsing, Rick Carson, Barb and Russ Childers, Hannah Cooper, Sue Cox, Susie Crate, Omope Carter Daboiku, Don Drewry, Phyllis Frederick, Stephen Hollen, Paul Ingram, Kevin Isaac, Martha McLeod, Sandy Messerly, Sister Esther O’Hara, Fred Shaw/Neeake, Bet Stewart, Robert Terwillegar, Cheryl Vason, and Rita Whittington. They submitted patiently to my questioning probes with recorder in hand; to all of you I give my deepest gratitude and affection. Within the fabric of this text, I have woven your insights and experiences with my interpretations and theoretical approaches. I wish to thank the University of Cincinnati College of Education, Criminal Justice and Human Services, Division of Teacher Education for their support for various aspects of the research reported in this doctoral dissertation. I would like to extend special thanks to the following faculty members of my doctoral committee for their comments, suggestions, and encouragement: Dr. Janet L. Bohren, Doctoral Advisor; Dr. Ken Martin; Dr. Mary Anne Pitman; and Dr. Mary Benedetti. I would also like to thank and recognize the faculty members of the doctoral program committee which guided the original pilot study: Dr. Janet L. Bohren, Dr. Ken Martin, Dr. Chet Laine, Dr. Mary Benedetti, and Dr. M. Lynn Smith. I wish to thank Dr. Richard R. Kretschmer, Jr., Director of Graduate Programs in Teacher Education for providing University Graduate Scholarships which made earning the doctorate possible. A special thank you is due my parents, Roger and Christina Glick; my daughter, Heather Walton Stanquist, and 4 other family members and friends who encouraged me and gave loving support with this educational adventure and publication. 5 Table of Contents Chapter 1 Introduction .................................................................................................................. 14 Professional Storytellers ........................................................................................................... 16 Delimitations Addressed........................................................................................................... 16 Theoretical Framework............................................................................................................. 18 Narrative Theory....................................................................................................................... 18 Celebration Theory ................................................................................................................... 20 Chapter 2 Literature Review......................................................................................................... 22 Significance............................................................................................................................... 32 Chapter 3 - Methods...................................................................................................................... 35 Research Design........................................................................................................................ 35 Mixed Method Design .............................................................................................................. 35 Appalachian Region.................................................................................................................. 38 Greater Cincinnati Region ........................................................................................................ 39 Initial Conception of Study....................................................................................................... 39 Population ................................................................................................................................. 40 Sampling Method...................................................................................................................... 43 Data Collection Instruments ..................................................................................................... 44 Procedures................................................................................................................................. 54 Data Analysis Procedures ......................................................................................................... 55 Limitations ................................................................................................................................ 57 Chapter 4 Findings Part I - Settings, Participants and Routines................................................... 60 Chapter 5 Findings Part II: Performance Content Themes........................................................... 98 6 Performance Content Theme .................................................................................................. 104 Family ................................................................................................................................. 104 Mountain Life ..................................................................................................................... 120 Identity ................................................................................................................................ 134 Folklore............................................................................................................................... 146 Living Means ...................................................................................................................... 163 Sacred Beliefs ..................................................................................................................... 174 Community Practices.......................................................................................................... 181 Health and Medicine........................................................................................................... 192 Chapter 6 Findings Part III: Professional Storytelling................................................................ 198 Becoming a Storyteller ........................................................................................................... 200 Making the Story
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