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The Moonlight Schools : Adult Literacy Education in the Age of Americanization

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The Moonlight Schools : Adult Literacy Education in the Age of Americanization University of Louisville ThinkIR: The University of Louisville's Institutional Repository Electronic Theses and Dissertations 5-2011 The moonlight schools : adult literacy education in the age of Americanization. Samantha Hope NeCamp University of Louisville Follow this and additional works at: https://ir.library.louisville.edu/etd Recommended Citation NeCamp, Samantha Hope, "The moonlight schools : adult literacy education in the age of Americanization." (2011). Electronic Theses and Dissertations. Paper 1046. https://doi.org/10.18297/etd/1046 This Doctoral Dissertation is brought to you for free and open access by ThinkIR: The University of Louisville's Institutional Repository. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of ThinkIR: The University of Louisville's Institutional Repository. This title appears here courtesy of the author, who has retained all other copyrights. For more information, please contact [email protected]. THE MOONLIGHT SCHOOLS: ADULT LITERACY EDUCATION IN THE AGE OF AMERICANIZATION By Samantha Hope NeCamp B.A., University of Kentucky, 2004 M.A., University of Kentucky, 2006 A Dissertation Submitted to the Faculty of the College of Arts and Sciences of the University of Louisville in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Department of English University of Louisville Louisville, Kentucky May 2011 Copyright 2011 by Samantha Hope NeCamp All rights reserved THE MOONLIGHT SCHOOLS: ADULT LITERACY EDUCATION IN THE AGE OF AMERICANIZATION By Samantha Hope NeCamp B.A., University of Kentucky, 2004 M.A., University of Kentucky, 2006 A Dissertation Approved on March 29, 2011 by the following Dissertation Committee Carol Mattingly, Dissertation Director Bronwyn Williams Karen Kopelson Susan Ryan Connie Kendall Theado ii ACKNOWLEDGMENTS I thank my dissertation director, Carol Mattingly, for her endless encouragement and support, her insightful guidance throughout my research and writing, and for helping me discover this dissertation project. I also thank my committee members-Karen Kopelson, Bronwyn Williams, Susan Ryan, and Connie Kendall Theado-for their thoughtful comments and suggestions throughout my writing process. In addition, I thank the members of my reading group-Lisa Arnold, Vanessa Kraemer Sohan, and, more recently, Alicia Brazeau-for their detailed critiques, moral support, and good food. I thank my mother for acting as an unpaid and underappreciated research assistant as I traveled to archives, and I thank my husband for occupying my son for the many hours needed to research and write this text. 111 ABSTRACT MOONLIGHT SCHOOLS: ADULT LITERACY EDUCATION IN THE AGE OF AMERICANIZATION Samantha NeCamp March 29, 2011 This dissertation analyzing the rhetorical interplay between the Moonlight Schools-an adult literacy education program initiated in 1911-and two other literacy programs: the Americanization movement and U.S. college composition. Through my analysis, I demonstrate that the Moonlight Schools played a vital role in (re)defining literacy in the public sphere. In particular, exchanges between Moonlight Schools advocates and Americanizers helped to solidify public attitudes regarding the professionalization of literacy teaching-attitudes that remain entrenched in public discourse and that have had negative consequences for the disciplinary status of Rhetoric and Composition. I argue that incorporating the Moonlight Schools into our disciplinary imaginary can help compositionists craft more effective responses to public perceptions of our work. The dissertation consists of five chapters. Chapter 1 examines the recurrence of rhetorics of literacy crisis. I argue that these rhetorics exhibit a pattern, one element of which is the development of education programs, like the Moonlight Schools, designed to remedy the "illiteracy problem." By examining the subtle differences that occur within each iteration of crisis rhetoric, Rhetoric and Composition can better respond to current IV invocations of literacy crisis. Chapter 2 analyzes the pedagogies proposed by the Moonlight Schools, Americanizers, and compositionists at the University of Michigan, demonstrating that the pedagogical methods each group enacted reveal how each group conceived of its students, students' value to society, and the role of literacy in society. Chapter 3 focuses specifically on the rhetoric of the Moonlight Schools and Americanization movements; I suggest that though the Moonlight Schools movement invoked a rhetoric of whiteness and nativism to gain support for its educational programs, the movement also worked to promote an image of immigrants as both literate and intelligent and of non-white people as worthy of educational opportunity. Chapter 4 analyzes the Moonlight Schools' and Americanizers' models of professionalization, and argues that the public discourse created by the two groups both encouraged specialized training for teachers and dismissed the need for such training. Chapter 5 details how this discourse continues to influence attitudes toward literacy education. v TABLE OF CONTENTS PAGE ACKNOWLEGMENTS .................................................................................................... .iii ABSTRACT ...................................................................................................................... .iv INTRODUCTION ..................................................................................... 1 Early Appalachia: A Historical and Theoretical Site of Literacy Crisis ..... , ........ 8 A Modern Literacy Crisis: Open Admissions and "Why Johnny Can't Write" .... 14 Crisis in ParalleL ............................................................................... 20 History of the Moonlight Schools ......... , ............. " ..... " ., ....... , ................. .25 The Roots of the Movement: Goals and Premises ...................................... 25 From Local Work to a National Movement. ............................................. 33 Prior Research: The Moonlight Schools in (or out of) Composition History ...... .40 Understanding Our Disciplinary History: A New Lens ............................... .46 Different Endings for Similar Crises .......................................................... 54 DEVELOPING PEDAGOGIES FOR ADULTS: THE MOONLIGHT SCHOOLS, AMERICANIZATION, AND COMPOSITION .................................................. 59 Phonics vs. Whole-Word Pedagogies .................................................... 74 Adapting Educational Discourse to the Needs of Local Communities ............... 81 Dewey Meets Composition Instruction ................... , ............... ,. '" ........ 106 Conclusion: Riding the Rails into the Station ................... , ....................... 117 VI THE POLITICS OF AMERICANIZATION ..................................................... 125 The Rhetoric of Americanization .......................................................... 126 Assimilating "New" Immigrants ......................................................... 126 World War I: Americanization as Defense .............................................. 133 The Realities of School Funding ......................................................... 137 The Rhetoric of Amercanization Funding: Invoking Native White Identity ...... 143 Rhetorical Resistance to Americanization: Questioning Race and Native Identity ................................................................................................................. 152 Conclusion: The Cost. ..................................................................... 159 PROFESSIONALIZING ADULT EDUCATION: WHO TEACHES? ........................ .164 Background ....................................................................................................... 165 Who Teaches Moonlight Schools? ..................................................................... 172 Who Teaches Americanization? ......................................................................... 176 Moving Beyond Americanization ......................................................... 183 Deming vs. Stewart, Round Two ....................................................... .189 The NACI: Volunteerism Versus Technique ............................................ 200 Conclusion: Students for Teachers, not Teachers for Students ..................... 208 IMPLICATIONS AND CONCLUSIONS: THE MOONLIGHT SCHOOLS AND COMPOSITION .................................................................................. 214 Denaturalizing "Common Sense" Narratives: Michigan in Light of the Moonlight Schools ....................................................................................... 216 Imagining Our Students: Children or Adults? .................................................... 220 Deconstructing Current-Traditional Rhetoric and Pedagogy ....................... 228 Confronting Diversity .................................................................... 228 Vll Direct Influences ........... ............................................................... 238 The Development of Professional Literacy Teaching ........ ........................ 240 Long-Term Effects: Composition and Beyond ..... ................................... 248 REFERENCES ............................................................................................................... 256 CURRICULUM VITAE .................................................................................................
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