Sitting astride the 14-foot Great Vein of bituminous coal, the communities of the Hocking Valley Coalfield were inextricably linked to the fortunes of a 50-year coal boom. Life in the Little Cities of Black Diamonds was not always easy or prosperous. Employment in the mines and clay plants rose and fell with economic conditions, and labor-management conflict led to strikes and violence. Even today, smoke from a mine fire, set deep underground during a strike in the 1880s, occasionally appears at the surface. Little Cities of Black Diamonds takes an intimate look at the miners, merchants, managers, and magnates who built the cities, villages, businesses, and homes of the Hocking Valley coal boom period. Since collapse of the coal industry around 1920, much has been lost, but the coal boom legacy lives on. In places such as Shawnee, New Straitsville, Eclipse, Glouster, and Haydenville, a small group of dedicated citizens works tirelessly to record, preserve, and celebrate the region's rich heritage.
Born in Roanoke County, Virginia, on the eve of the Emancipation Proclamation, Richard L. Davis was an early mine labor organizer in Rendville, Ohio. One year after the 1884 Great Hocking Valley Coal Strike, which lasted nine months, Davis wrote the first of many letters to the National Labor Tribune and the United Mine Workers Journal. One of two African Americans at the founding convention of United Mine Workers of America in 1890, he served as a member of the National Executive Board in 1886-97. Davis called upon white and black miners to unite against wage slavery. This biography provides a detailed portrait of one of America's more influential labor organizers.
The significance of this book is its uniqueness. First, the book contains a collection of fourteen chapters that capture the personal, professional, and historical experiences of international global scholars and artists to which they were subjected in their native country and after they immigrated to the United States. What makes this book project highly unusual in comparison to other publications is that these international global scholars and artists experienced historical events of trauma and joy in their native country and in their newly adopted country of the United States that lie deeply buried in their sub-consciousness; that these memories are unforgettable and still painful for them; that these memories are a constant companion in their daily lives; and that the experienced historical events of trauma and joy have shaped their professional and personal lives to this very day. There exists a paucity in the global education literature of this far-reaching topic and, thus, it has the potential to enhance and diversify the global education literature. Second, the significance of this book lies in the pedagogical power of the oral history narrative tradition and its impact on students at the secondary and tertiary levels in education. When one’s lived experiences of trauma or joy occur during a critical time in history, they rarely yield unforgotten memories and deeply held private knowledge that do not come to light without a storyteller. When first-hand accounts are shared publicly, they can bring powerful insights into past historic events to the very presence. Thus, the pedagogical strength of this book contributes to knowledge creation in the classroom as oral histories move students from abstract textbook descriptions to concrete and compelling “lived” stories associated with historical happenings. This pedagogy leads students to become more critical of historical events of the past and develops in them a deeper understanding of the past. Consequently, oral history narratives enable teachers and teacher educators to enrich the abstract text of textbooks with the authentic voice of the individual. A third significance of this book lies embedded in the rich historical perspective displayed by storytellers of non-native international global scholars and artists from around the world who portray their lived-through, first-hand experiences such as child labor, communism, hate, hunger, fascism, fear, intolerance, discrimination, prejudice, poverty, war, protest, and death. Finally, a major purpose of this book is to expose young learners from around the world to empowering non-native international role models in global education and the arts from nations in Africa, Asia, the Caribbean, Eurasia, Europe, the Middle East, and South America who build bridges—not walls—between peoples and nations.
Inclusive campus-community collaborations provide critical opportunities to build community capacity—defined as a community's ability to jointly respond to challenges and opportunities—and sustainability. Through case studies from across all three subregions of Appalachia from Georgia to Pennsylvania, Engaging Appalachia: A Guidebook for Building Capacity and Sustainability offers diverse perspectives and guidance for promoting social change through campus-community relationships from faculty, community members, and student contributors. This volume explores strategies for creating more inclusive and sustainable partnerships through the arts, humanities, social sciences, and natural sciences. In representing diverse areas, environments, and issues, three relatable themes emerge within a practice viewpoint that is scalable to communities beyond Appalachia: fostering student leadership, asset-building, and needs fulfillment within community engagement. Engaging Appalachia presents collaborative approaches to regional community engagement and offers important lessons in place-based methods for achieving sustainable and just development. Written with practicality in mind, this guidebook embraces hard-earned experiences from decades of work in Appalachia and sets forth new models for building community resilience in a changing world.
As early as 1755, explorers found coal deposits in Ohio's Hocking Valley. The industry that followed created towns and canals and established a new way of life. The first shipment of coal rolled into Columbus in 1830 and has continued ever since. In 1890, the United Mine Workers of America was founded in Columbus. Lorenzo D. Poston became the first of the Hocking Valley coal barons, and by the start of the twentieth century, at least fifty thousand coal miners and their families lived and worked in Athens, Hocking and Perry Counties. Authors David Meyers, Elise Meyers Walker and Nyla Vollmer detail the hard work and struggles as they unfolded in Ohio's capital and the Little Cities of Black Diamonds.
Who says all the exotic locales are overseas? The author of "States of Mind" travels America and shows readers they don't need to go far from home to experience the beautiful, the historic, and the bizarre.
“The Widows kept me on the edge of my seat. Montgomery is a masterful storyteller.” —Lee Martin, author of Pulitzer Prize-Finalist The Bright Forever Inspired by the true story of Ohio’s first female sheriff, Jess Montgomery’s powerful, lyrical debut is the story of two women who take on murder and corruption at the heart of their community. Kinship, Ohio, 1924: When Lily Ross learns that her husband, Daniel, the town’s widely respected sheriff, has been killed while transporting a prisoner in an apparent accident, she vows to seek the truth about his death. Hours after his funeral, a stranger appears at her door. Marvena Whitcomb, a coal miner’s widow, is unaware that Daniel has died and begs to speak with him about her missing daughter. From miles away but worlds apart, Lily’s and Marvena’s lives collide as they realize that Daniel was perhaps not the man that either of them believed him to be. *BONUS CONTENT: This edition of The Widows includes a new introduction from the author and a discussion guide "The Widows is a gripping, beautifully written novel about two women avenging the murder of the man they both loved."—Hallie Ephron, New York Times bestselling author of You'll Never Know, Dear "Jess Montgomery's gorgeous writing can be just as dark and terrifying as a subterranean cave when the candle is snuffed out, but her prose can just as easily lead you to the surface for a gasp of air and a glimpse of blinding, beautiful sunlight. This is a powerful novel: a tale of loss, greed, and violence, and the story of two powerful women who refuse to stand down."—Wiley Cash, New York Times bestselling author of The Last Ballad, A Land More Kind than Home, and This Dark Road to Mercy "[A] flinty, heartfelt mystery that sings of hawks and history, of coal mines and the urgent fight for social justice."—Julia Keller, Pulitzer Prize-winning author of Bone on Bone
A New York Times Book Review Editors' Choice "A grounded and expansive examination of the American economic divide . . . It takes a skillful journalist to weave data and anecdotes together so effectively." —Carolyn Kellogg, Los Angeles Times An award-winning journalist investigates Amazon’s impact on the wealth and poverty of towns and cities across the United States. In 1937, the famed writer and activist Upton Sinclair published a novel bearing the subtitle A Story of Ford-America. He blasted the callousness of a company worth “a billion dollars” that underpaid its workers while forcing them to engage in repetitive and sometimes dangerous assembly line labor. Eighty-three years later, the market capitalization of Amazon.com has exceeded one trillion dollars, while the value of the Ford Motor Company hovers around thirty billion. We have, it seems, entered the age of one-click America—and as the coronavirus makes Americans more dependent on online shopping, its sway will only intensify. Alec MacGillis’s Fulfillment is not another inside account or exposé of our most conspicuously dominant company. Rather, it is a literary investigation of the America that falls within that company’s growing shadow. As MacGillis shows, Amazon’s sprawling network of delivery hubs, data centers, and corporate campuses epitomizes a land where winner and loser cities and regions are drifting steadily apart, the civic fabric is unraveling, and work has become increasingly rudimentary and isolated. Ranging across the country, MacGillis tells the stories of those who’ve thrived and struggled to thrive in this rapidly changing environment. In Seattle, high-paid workers in new office towers displace a historic black neighborhood. In suburban Virginia, homeowners try to protect their neighborhood from the environmental impact of a new data center. Meanwhile, in El Paso, small office supply firms seek to weather Amazon’s takeover of government procurement, and in Baltimore a warehouse supplants a fabled steel plant. Fulfillment also shows how Amazon has become a force in Washington, D.C., ushering readers through a revolving door for lobbyists and government contractors and into CEO Jeff Bezos’s lavish Kalorama mansion. With empathy and breadth, MacGillis demonstrates the hidden human costs of the other inequality—not the growing gap between rich and poor, but the gap between the country’s winning and losing regions. The result is an intimate account of contemporary capitalism: its drive to innovate, its dark, pitiless magic, its remaking of America with every click.
This volume focuses on innovative school-university-community collaborations that are being implemented in rural places in the United States. A foundational belief that underpins the contributions to this volume is that rural communities contain within themselves the resources to promote and sustain vibrant educational endeavors. This belief has inspired a wealth of innovations that collectively offer a countervailing perspective to the view that global competitiveness is the preeminent goal of education, and that this goal is best served by “big education.” Since early last century, there has been a pervasive implicit, and sometimes explicit, assumption that rural places are bereft of the ability to educate children effectively. As repeatedly witnessed in this volume, in collaboration with universities, schools in rural places and the communities that both sustain and rely on them can appropriately configure the educational environment to optimally nurture the intellectual growth of children. The chapters in this volume are grouped into three parts that explore, in turn, the design features of innovative school-universitycommunity collaborations, some novel approaches to such collaborations, and the contours of parental and community involvement in such collaborations. Chapters discuss both larger scale collaborations that involve many school districts across wide -spread regions, and smaller scale collaborations that involve intensive engagements among the educators and members of smaller communities, and offer theoretical insights into the collaborative process itself. As mentioned above, two narrative threads run through the chapters: that effective collaborations address goals and aspirations expressed by those who are privileged to live in rural America, and that effective collaborations are oriented to building on the strengths inherent in the social fabric of those rural communities.
Throughout the 90s and early 2000s, service-learning research was intensely focused on the student outcomes. That body of research has effectively brought service-learning from the fringes into the mainstream of institutionalized pedagogies. In the past decade service-learning research has experienced an infusion of exploration in three distinct ways: first, large-scale quantitative methodologies; second, a proliferation of research that has explored how different sub-groups of students experience the pedagogy differently, thusly resulting in variation among outcomes; and third, a focus on the experiences and outcomes associated for communities and community partners engaged in service-learning. In an effort to support these movements, this volume of the Advances in Service-Learning Research series, Service-Learning to Advance Access & Success: Bridging Institutional and Community Capacity, focuses on how service-learning can advance access and success. Not simply access and success of students, but the ways that service-learning can advance access and success for all through bridging institutional and community capacity building. The chapters in this volume serve as a testament to the ways in which service-learning research continue to be advanced by thoughtful scholar-practitioners. The 12 chapters included in this volume are organized into three sections. The first section focuses on how institutional and community partnerships can be leveraged to build community capacity. The second section focuses on how institutions might build their own capacity to effect change for the good of society. The third and final section focuses on six studies exploring the relationship service-learning pedagogy has with access and success for students. Of the six studies, three are situated within the context of teacher-preparation programs.
