<I>Cracker</I> and <I>Hoosier</I>
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" Ht Tr H" : Trtp Nd N Nd Tnf P Rhtn Th
ht "ht Trh": trtp nd n ndtn f Pr ht n th .. nnl Ntz, tth r Minnesota Review, Number 47, Fall 1996 (New Series), pp. 57-72 (Article) Pblhd b D nvrt Pr For additional information about this article http://muse.jhu.edu/journals/mnr/summary/v047/47.newitz.html Access provided by Middlebury College (11 Dec 2015 16:54 GMT) Annalee Newitz and Matthew Wray What is "White Trash"? Stereotypes and Economic Conditions of Poor Whites in the U.S. "White trash" is, in many ways, the white Other. When we think about race in the U.S., oftentimes we find ourselves constrained by cat- egories we've inherited from a kind of essentialist multiculturalism, or what we call "vulgar multiculturalism."^ Vulgar multiculturalism holds that racial and ethic groups are "authentically" and essentially differ- ent from each other, and that racism is a one-way street: it proceeds out of whiteness to subjugate non-whiteness, so that all racists are white and all victims of racism are non-white. Critical multiculturalism, as it has been articulated by theorists such as those in the Chicago Cultural Studies Group, is one example of a multiculturalism which tries to com- plicate and trouble the dogmatic ways vulgar multiculturalism has un- derstood race, gender, and class identities. "White trash" identity is one we believe a critical multiculturalism should address in order to further its project of re-examining the relationships between identity and social power. Unlike the "whiteness" of vulgar multiculturalism, the whiteness of "white trash" signals something other than privilege and social power. -
30Th Annual Cross State Ride
1987-2017 FLORIDA CRACKER TRAIL ASSOCIATION 30th Annual Cross State Ride Keeping History Alive “Every Step of the Way” 110 Miles from Bradenton to Fort Pierce 2017 HALL OF FAME INDUCTEE Robert Ray Smith Robert Ray Smith was born on March 22, 1927, in Bowling Green, Florida. He was one of six children to Hoyt and Annie Smith. The Smith’s were one of six original homesteaders who settled east of Peace River. As a youngster he was able to participate on two cattle drives from Frostproof to the Babcock Ranch which was quite an experience. His first job was breaking colts. He had the opportunity to work for Doyle Carlton, Jr. on his ranch as a cowhand. Mr. Doyle and Ms. Mildred had a great influ- ence on his life. Not only did he learn a lot about the cattle business from Mr. Doyle, but he also learned many life skills which he has tried to pass on to his children and grandchil- dren. Robert Ray served in the United States Army during the Korean War. His time of service was from January 1951 until January 1953 when he received an honorable discharge. He married Doloris Jo Taylor in 1953. They had two children, Cathy Jo and Robert Ray, Jr. (Bobby). During the 50’s, he ran a cow-calf operation and also sold steers. Later he worked for the Alcohol, Tobacco and Beverage Agency chasing “moonshiners”. From 1957 until 1970, he owned and operated a bulk station and furnished fuel throughout the county. Many of his customers were cattle ranchers. -
Stories Matter: the Complexity of Cultural Authenticity in Children's Literature (Pp
DOCUMENT RESUME ED 480 339 CS 512 399 AUTHOR Fox, Dana L., Ed.; Short, Kathy G., Ed. TITLE Stories Matter: The Complexity of CulturalAuthenticity in Children's Literature. INSTITUTION National Council of Teachers of English, Urbana,IL. ISBN ISBN-0-8141-4744-5 PUB DATE 2003-00-00 NOTE 345p. AVAILABLE FROM National Council of Teachers ofEnglish, 1111 W. Kenyon Road, Urbana,.IL 61801-1096 (Stock no. 47445: $26.95members; $35.95 nonmembers). Tel: 800-369-6283 (Toll Free); Web site: http://www.ncte.org. PUB TYPE Books (010).-- Collected Works General (020) -- Opinion Papers (120) EDRS PRICE EDRS Price MF01/PC14 Plus Postage. DESCRIPTORS *Childrens Literature; *Cultural Context; ElementaryEducation; *Literary Criticism; *Multicultural Literature;Picture Books; Political Correctness; Story Telling IDENTIFIERS Trade Books ABSTRACT The controversial issue of cultural authenticity inchildren's literature resurfaces continually, always elicitingstrong emotions and a wide range of perspectives. This collection explores thecomplexity of this issue by highlighting important historical events, current debates, andnew questions and critiques. Articles in the collection are grouped under fivedifferent parts. Under Part I, The Sociopolitical Contexts of Cultural Authenticity, are the following articles: (1) "The Complexity of Cultural Authenticity in Children's Literature:Why the Debates Really Matter" (Kathy G. Short and Dana L. Fox); and (2)"Reframing the Debate about Cultural Authenticity" (Rudine Sims Bishop). Under Part II,The Perspectives of Authors, -
Canadian Inclusive Language Glossary the Canadian Cultural Mosaic Foundation Would Like to Honour And
Lan- guage De- Coded Canadian Inclusive Language Glossary The Canadian Cultural Mosaic Foundation would like to honour and acknowledgeTreaty aknoledgment all that reside on the traditional Treaty 7 territory of the Blackfoot confederacy. This includes the Siksika, Kainai, Piikani as well as the Stoney Nakoda and Tsuut’ina nations. We further acknowledge that we are also home to many Métis communities and Region 3 of the Métis Nation. We conclude with honoring the city of Calgary’s Indigenous roots, traditionally known as “Moh’Kinsstis”. i Contents Introduction - The purpose Themes - Stigmatizing and power of language. terminology, gender inclusive 01 02 pronouns, person first language, correct terminology. -ISMS Ableism - discrimination in 03 03 favour of able-bodied people. Ageism - discrimination on Heterosexism - discrimination the basis of a person’s age. in favour of opposite-sex 06 08 sexuality and relationships. Racism - discrimination directed Classism - discrimination against against someone of a different or in favour of people belonging 10 race based on the belief that 14 to a particular social class. one’s own race is superior. Sexism - discrimination Acknowledgements 14 on the basis of sex. 17 ii Language is one of the most powerful tools that keeps us connected with one another. iii Introduction The words that we use open up a world of possibility and opportunity, one that allows us to express, share, and educate. Like many other things, language evolves over time, but sometimes this fluidity can also lead to miscommunication. This project was started by a group of diverse individuals that share a passion for inclusion and justice. -
A Don West Reader West End Press
Lincoln Memorial University LMU Digital Commons Copyright-Free Books Collection Special Collections 1985 In a Land of Plenty: A Don West Reader West End Press Don West Constance Adams West Follow this and additional works at: https://digitalcommons.lmunet.edu/csbc Part of the Appalachian Studies Commons, and the Poetry Commons Recommended Citation End Press, West; West, Don; and West, Constance Adams, "In a Land of Plenty: A Don West Reader" (1985). Copyright-Free Books Collection. 1. https://digitalcommons.lmunet.edu/csbc/1 This Book is brought to you for free and open access by the Special Collections at LMU Digital Commons. It has been accepted for inclusion in Copyright-Free Books Collection by an authorized administrator of LMU Digital Commons. For more information, please contact [email protected]. With sketches Constance Adams West No Grants This book is not supported any grant, governmental, corporate or PS 3545 .E8279 16 1985 private. It is paid for, directly or indirectly, by the people who support and In a land of plenty have Don West's vision, and it both reflects and proves their best - The publisher No Purposely this book is not copyrighted. Poetry and other creative efforts should be levers, weapons to be used in the people's struggle for understanding, human rights, and decency. "Art for Art's Sake" is a misnomer. The poet can never be neutral. In a hungry world the struggle between oppressor and oppressed is unending. There is the inevitable question: "Which side are you on?" To be content with as they are, to be "neutral," is to take sides with the oppressor who also wants to keep the status quo. -
Cattle Drive Activity Program
Cattle Drive Activity Program: Tall Tales and Florida Trails After reading Kissimmee Pete, Cracker Cow Hunter by Jan Day, participants will recreate a cattle drive through their home, backyard, or local park. Parents and guardians can be the “cows” while the younger participants are the cowboys and herding dogs moving the herd from the one starting point to another, mimicking the drive to the coast for transport. Recreating the encounters within the book, participants will come across the obstacles Kissimmee Pete surpassed and try to safely escort all of the cows to the river, where they will be exported. Objectives: Educate participants about the various roles of people and animals in a cattle drive. Discuss the history of the introduction of cattle to Florida via the Spanish explorers. Emphasize the importance of ranching history in Florida. Materials Needed: Cracker cow cutouts on sticks or clothespins (cut out, decorate, and stick to popsicle stick or use clothespins for legs) o One green cow to be String Bean Horse cutouts on sticks (cut out, decorate, and stick to popsicle stick or use clothespins for legs) o One horse to be Blaze Dog cutouts on sticks (cut out, decorate, and stick to popsicle stick or use clothespins for legs) o One dog to be Mud Alligator prop (cut out) Hairless bear (cut out or an actor) Computer or phone to play buzzing sound of mosquitoes (or participants can buzz!) Alternative/Pre-activity: Participants can color in/personalize their cows/horses for the cattle drive. Activity Plan Set up a route from a point A to a point B, point B being the “port” the cattle need to be shipped from. -
Raise 'Em up on Honey. Notes on the Etymology of the Word
#66 -Raise ‘Em Up On Honey. Notes on the etymology of the word cracker « 300 Son ... Page 1 of 4 #66 -Raise ‘Em Up On Honey. Notes on the etymology of the word cracker The word Cracker has an interesting history one that I felt worthy of further elaboration. It’s origination is widely disputed. Was it from the ’crack’ of the whip of the white vaqueros that herded Spanish cattle in Georgia and Florida? Was it because they were such poor people they cracked and ate their seed corn? The most interesting etymology of the word purports to illustrate a history of friction between the dominant English culture and Celtic subculture of the British Empire including North America. This is not my theory. It has been thoroughly researched and written about by several historians. Much is in dispute but clearly the word Cracker is intimately associated with Celtic culture in particular the Scots-Irish of the American frontier. The most notable author to propose this is Grady McWhiney . In his book Cracker Culture: Celtic Ways of the Old South McWhiney argues that Cracker is synonymous with being of Celtic origin. Here is a brief summary of historical uses of the word. Cracker as in a braggart or sharp and entertaining speaker. In Shakespeare’s King John “What cracker is this same that deafs our ears with this abundance of superfluous breath?” Craic in middle english also was used to mean “to enter into” conversation. Especially loud boisterous conversation. Hence to “crack” a joke. McWhiney points out that this is exactly the use and spelling of the Gaelic word craic . -
Good White People
1 Dumping on White Trash Etiquette, Abjection, and Radical Inclusion The trailer park has become . the only acceptable place to dump one’s racist inclinations. —Jim Goad, The Redneck Manifesto One February weekend in 2002, critical whiteness scholar and English professor Mike Hill infiltrated the fifth American Renaissance confer‑ ence. The theme for that year’s meeting was “In Defense of Western Man,” and the three hundred conference attendees—all apparently white men—were gathered in the name of “white genetic solidarity.”1 In past years, the conference had focused on non‑European immigrants and citizens of color in the United States. In 2002, its emphasis shifted to “the vicissitudes of white identity as it seemed to disappear before our eyes,” with the goal of bringing about “the racial awakening of an Anglocentric nation in crisis.”2 Hill, a white man who edited Whiteness: A Critical Reader in 1997, attended the meeting with permission; he was given an invitation when he truthfully lied that he wrote on whiteness.3 Unbeknownst to the American Renaissance organizers and attendees, Hill was at the conference as a spy on behalf of The Journal of Blacks in Higher Education. His task was to write “a sort of antiracist exposé” for the journal, which he did for their Spring 2002 issue.4 The American Renaissance Web site labels its approach to race as one of “race real‑ ism,” and in noninflammatory ways explains that “race is an important aspect of individual and group identity. Race and racial conflict are at the heart of the most serious challenges the Western World faces in the 21st century. -
Florida Historical Quarterly (ISSN 0015-4113) Is Published Quarterly by the Flor- Ida Historical Society, University of South Florida, 4202 E
COVER The railway depot at Tallahassee. Sketch by Francis de Castelnau, in Vues et Souvenirs: de l'Amerique du Nord (1842). Illustration courtesy Florida Photographic Collection, Florida State Archives. The Volume LXXIII, Number 4 April 1995 The Florida Historical Quarterly (ISSN 0015-4113) is published quarterly by the Flor- ida Historical Society, University of South Florida, 4202 E. Fowler Avenue, Tampa, FL 33620, and is printed by E.O. Painter Printing Co., DeLeon Springs, FL. Second- class postage paid at Tampa, FL, and at additional mailing office. POSTMASTER: Send address changes to the Florida Historical Quarterly, P.O. Box 290197, Tampa, FL 33687-0197 Copyright 1995 by the Florida Historical Society, Tampa, Florida. THE FLORIDA HISTORICAL QUARTERLY Samuel Proctor, Acting Editor Mark I. Greenberg, Assistant Editor EDITORIAL ADVISORY BOARD Raymond O. Arsenault, University of South Florida, St. Petersburg William S. Coker, University of West Florida David R. Colburn, University of Florida James B. Crooks, University of North Florida Kathleen Deagan, University of Florida Wayne Flynt, Auburn University Michael V. Gannon, University of Florida Maxine D. Jones, Florida State University Harry A. Kersey, Jr., Florida Atlantic University Jane Landers, Vanderbilt University Eugene Lyon, Flagler College John K. Mahon, University of Florida Raymond A. Mohl, Florida Atlantic University Gary R. Mormino, University of South Florida Theda Perdue, University of Kentucky Gerald E. Poyo, St. Mary’s University Joe M. Richardson, Florida State University William W. Rogers, Florida State University Daniel L. Schafer, University of North Florida Correspondence concerning contribution, books for review, and all editorial matters should be addressed to the Editor, Florida Historical Quarterly, Box 14045, University Station, Gainesville, FL 32604-2045. -
An Exploration of Organizational Anticipatory Socialization Via Virtual Communities
An Exploration Of Organizational Anticipatory Socialization Via Virtual Communities Of Teachers Of English As A Foreign Language In Thailand A dissertation presented to the faculty of the Scripps College of Communication of Ohio University In partial fulfillment of the requirements for the degree Doctor of Philosophy Michael E. Pfahl August 2008 This dissertation titled An Exploration of Organizational Anticipatory Socialization via Virtual Communities of Teachers of English as a Foreign Language in Thailand by MICHAEL E. PFAHL has been approved for the School of Communication Studies and the Scripps College of Communication by Daniel P. Modaff Associate Professor of Communication Studies Gregory J. Shepherd Dean, Scripps College of Communication ii ABSTRACT PFAHL, MICHAEL E., Ph.D., August 2008, Communication Studies An Exploration of Organizational Anticipatory Socialization via Virtual Communities of Teachers of English as a Foreign Language in Thailand (251 pp.) Director of Dissertation: Daniel P. Modaff Traditionally, organizational scholars examining the socialization process new organizational members experience have done so from a post-hire viewpoint. Generally, these studies examined traditional, post-hire corporate contexts with full-time employees who have already gone through some level of organizational socialization. While technology in relation to socialization is also discussed, it is often done as part of post- hire, organizationally-driven socialization tactics and many studies investigating the impact of technology rarely venture outside of this boundary. This study examined the pre-hire socialization process and the impact of the virtual world, specifically virtual communities, on the process. Qualitative interviews grounded in two research questions explored the use of virtual communities by teachers of English as a Foreign Language classes in Thailand. -
Adventuring with Books: a Booklist for Pre-K-Grade 6. the NCTE Booklist
DOCUMENT RESUME ED 311 453 CS 212 097 AUTHOR Jett-Simpson, Mary, Ed. TITLE Adventuring with Books: A Booklist for Pre-K-Grade 6. Ninth Edition. The NCTE Booklist Series. INSTITUTION National Council of Teachers of English, Urbana, Ill. REPORT NO ISBN-0-8141-0078-3 PUB DATE 89 NOTE 570p.; Prepared by the Committee on the Elementary School Booklist of the National Council of Teachers of English. For earlier edition, see ED 264 588. AVAILABLE FROMNational Council of Teachers of English, 1111 Kenyon Rd., Urbana, IL 61801 (Stock No. 00783-3020; $12.95 member, $16.50 nonmember). PUB TYPE Books (010) -- Reference Materials - Bibliographies (131) EDRS PRICE MF02/PC23 Plus Postage. DESCRIPTORS Annotated Bibliographies; Art; Athletics; Biographies; *Books; *Childress Literature; Elementary Education; Fantasy; Fiction; Nonfiction; Poetry; Preschool Education; *Reading Materials; Recreational Reading; Sciences; Social Studies IDENTIFIERS Historical Fiction; *Trade Books ABSTRACT Intended to provide teachers with a list of recently published books recommended for children, this annotated booklist cites titles of children's trade books selected for their literary and artistic quality. The annotations in the booklist include a critical statement about each book as well as a brief description of the content, and--where appropriate--information about quality and composition of illustrations. Some 1,800 titles are included in this publication; they were selected from approximately 8,000 children's books published in the United States between 1985 and 1989 and are divided into the following categories: (1) books for babies and toddlers, (2) basic concept books, (3) wordless picture books, (4) language and reading, (5) poetry. (6) classics, (7) traditional literature, (8) fantasy,(9) science fiction, (10) contemporary realistic fiction, (11) historical fiction, (12) biography, (13) social studies, (14) science and mathematics, (15) fine arts, (16) crafts and hobbies, (17) sports and games, and (18) holidays. -
ANDREWS D.Pdf
INTERGENERATIONAL TRANSMISSION OF TRADITIONAL ECOLOGICAL KNOWLEDGE DURING URBAN SPRAWL: EXPERTISE OF A FLORIDA CRACKER FAMILY By DEBORAH J. ANDREWS A THESIS PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE MASTER OF ARTS DEGREE UNIVERSITY OF FLORIDA 2012 1 © 2012 Deborah J. Andrews 2 To the extended Mickler family, the true historians of Palm Valley, Florida 3 ACKNOWLEDGMENTS I thank my parents for instilling the importance of education in me. I also thank my Southern mother who indirectly taught me about Southern food and gardening and my Northern dad who showed me how you can try to fit in even if your accent is a dead giveaway. I thank David Goodman whose Cajun cooking and reflective thoughts helped me survive this process. I would also like to thank the members of my committee, J. Richard Stepp, Marianne Schmink and Peter Collings for their wise advice. I thank the Mickler and Mier families for their cooperation and inspiration. Knowing Sid, Jo and Donna Mickler has been a true pleasure and inspiration for this body of work. 4 TABLE OF CONTENTS page ACKNOWLEDGMENTS .................................................................................................. 4 LIST OF TABLES ............................................................................................................ 7 LIST OF FIGURES .......................................................................................................... 8 LIST OF ABBREVIATIONS ............................................................................................