Response to Thaller's Appalachian Culture and Schooling

In my article, Appalachian Culture and Schooling, Eva Thaller paints a picture of the physical setting, current educational practices, history, diversity and culture of Appalachia.  Thaller, although not born in Appalachia, currently resides there on the family farm and has a personal attachment to both the physical setting and the Appalachian culture.  She takes a serious look at the history behind Appalachian people and culture and specifically, how schooling as been impacted.  The article speaks to the long-standing problems that have affected people of this region and both informs makes suggestions to educators on how to best incorporate culture into the classroom. 

            Little ethnographic research about Appalachia exists but some studies have shown that the troubles that plague the region educationally are not altogether different from other groups.  One difference that I found interesting, however, lies in the history of the land and its people.  Misuse of the land led to social and economic decline.  This story is one that still continues today with mountaintop removal benefitting a few large companies while displacing many and ruining the environment, to boot.  Throughout history, this exploitation has lead to prosperity for only a few.  Thaller explains that because this history of the land was never taught in schools, the decline in the state of living and quality of life was accepted as the norm.  The poor are poor and the only solution to escape the reality and state of living is to leave.  Following this trend, one fault of the educational system, Thaller explains, is that it only prepares students for the outside world and not for repairing the problems at home.  While the latter is important, I believe it’s also imperative to educate youth about the possibilities elsewhere. 

            According to the Population Reference Bureau, about one in six Appalachian residents lived below the poverty level from 2006-2010.  In addition, in 218 of 420 Appalachian counties, working-age adults with at least a bachelor’s degree failed to reach more than half the national average of 30 percent.  This is a clear indicator of the educational level of those living in Appalachia. 

            Thaller explains the term, “cultural deprivation,” initially devised in the 1950s to describe children of lower classes with assumed lower intellects and those with whom the teachers had lower expectations.  It became easier to blame the poor performance of schools on the population and simply accept it.   Drop-out and illiteracy rates continued to climb and students, instead of the systems, were blamed for their mis-education and failure.  The Appalachian population, among others from lower socio-economic backgrounds, are ones that we typically look at and accept, never questioning the historical background or how we might help or help the population help themselves.  It is clear that a similar sentiment still exists today, one that labels these students negatively, of lesser intellect

            Ormrod explains the multiple factors which lead to higher drop-out rates and indicates that when students face many or all of these factors, they are at a high risk for academic failure and other outcomes.  These factors may include poor health and nutrition, inadequate housing, unhealthy living and social environments, and lower-quality schools, to name a few.  Thaller notes similar factors that contribute to failure and that every person and society is a product of both genes and culture.  The multiple definitions of culture outlined in Thaller’s article shed light on the various ways in which a person is influenced as well as the commonalities and basic understandings that shape how we live.  When we consider “Appalachia,” we consider nearly 25 million people from 420 counties and 13 states from New York to Mississippi and remember to not put them all in the same stereotypical box.  The populations whom deserves the utmost attention are the ones that lives in rural areas of Appalachia, oftentimes without adequate living situations, food and healthy living environments.  While they may have a strong tie to family and traditions, as Thaller outlines, this does not provide the most basic of needs for our students.  Thaller explains the ways in which the educational system can change to accommodate these students, but suggests little about how to assist when it comes to these basic needs.    

Thaller does a great job of painting an historical portrait of Appalachian culture and of the mistakes of a few that lead to the downfall and a poor quality of life for many.  She outlines Appalachian sentiment, recognizes major cultural differences and notes suggestions for improving the educational system and the relationship between home and school life for easier student transition.  This transition is illustrated beautifully in Thaller’s article:

“One educator pointed out that many children are raised in a cultural environment that is very different from what predominates at school, when that occurs, the children use up so much energy adjusting to the school’s expectations of appropriate behavior that there is very little energy left over to devote to learning,” (Thaller, p. 260)

I was particularly interested in reading more about this population for a few reasons.  About five years ago, I saw a Diane Sawyer ABC special called “A Hidden America: Children of the Mountains” about Appalachian life, specifically the effect that life had on the children of Appalachia.  Additionally, having lived in Kentucky and Tennessee for the last nine years of my life, my eyes have been opened to the rural areas and populations that surround the urban areas in which I have resided.  The books I have read and music I have listened to speak about issues surrounding Appalachian life.  I also currently teach in a rural, Title I school with a large transient population so I was particularly interested in learning more about how to work better with this population of students.  As Thaller explains, educational programs can do much to assist all 20+ million Appalachians reach their full potential and to help themselves and their kin rather than escape.