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The
Case For Appalachian Studies
page 17
When
cultures meet, there are always problems, ranging from bafflement to
actual shock. The problems are not so severe, however, if
individuals have a firm sense of who they are and a knowledge of
cultural differences.
It would greatly benefit thousands of young Appalachians if the schools
of Appalachia had in the history and culture of Appalachia, courses that
teach cultural differences. The ideal would be courses in
Appalachian history and culture that compare Appalachian experience and
values with Mainstream American experience and values.
It is clear that in responding to the Appalachian culture, the middle
class outsider is sometimes incapable of interpreting correctly the
evidence before him. For example, Jack Weller -- while, of course,
forever reminding his readers that he is passing no judgment on the
culture -- describes mountain music and literature as "backward
looking", "nostalgic and melancholy", and over all
"regressive" (in Yesterday's People).
Thomas Merton, on the other hand, after hearing some mountain music for
the first time at Gethsemane (Kentucky), gave another interpretation
when he exclaimed, "It's apocalyptic". Apparently the
only fair hearing that the culture will receive is from persons who do
not assign ultimate importance to the things that the state and the
seminarians have blessed in modernity.
The music of Hazel Dickens and Red Foley should be found in Appalachian
classrooms, alongside that of Beethoven and Bach; and elementary and
pre-school readers should depict Appalachia, not New England life
styles, to give the children pictures to attach their words to.
History should be personalized in every grade and discussion techniques
should be built into the classroom structure to ensure that the pupils
will experience what is put before them.
In school, the middle-class youngster encounters an educational
environment which reinforces his already learned value system and life
style. For him, school is an extension of life as he lives it at
home and in his community. On the contrary, the Appalachian
student quickly learns that he is different and that he must erase those
cultural traits which contribute to his diversity. His value
system and life style are hardly reinforced.
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