In rural America, perhaps more than other areas, high school students have the ability to contribute to the revitalization and sustainability of their home communities by engaging in oral history projects. In this detailed exploration of a prog=ject in Arkansas, the authors draw on theories of cultural studies and critical pedagogy of place to show how students' work exemplifies the use of community literacy to revitalize a distressed economic region.
In rural America, perhaps more than other areas, high school students have the ability to contribute to the revitalization and sustainability of their home communities by engaging in oral history projects. In this detailed exploration of a prog=ject in Arkansas, the authors draw on theories of cultural studies and critical pedagogy of place to show how students' work exemplifies the use of community literacy to revitalize a distressed economic region.