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Each section initially explores the story of Berea, including … Continued","opengraphSiteName":"Berea College","opengraphPublisher":"","opengraphAuthor":"","opengraphModifiedTime":"2024-04-01T14:54:58+00:00","opengraphPublishedTime":"","opengraphImage":null,"twitterTitle":"","twitterDescription":"","twitterImage":null,"readingTime":22,"schema":{"__typename":"SEOPostTypeSchema","raw":"{\"@context\":\"https://schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-210/\",\"url\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-210/\",\"name\":\"GSTR 210 - Berea College\",\"isPartOf\":{\"@id\":\"https://bereafaust.wpengine.com/#website\"},\"datePublished\":\"2023-04-03T18:51:41+00:00\",\"dateModified\":\"2024-04-01T14:54:58+00:00\",\"breadcrumb\":{\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-210/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-210/\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-210/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https://www.berea.edu/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Academics\",\"item\":\"https://www.berea.edu/academics/\"},{\"@type\":\"ListItem\",\"position\":3,\"name\":\"Departments & Programs\",\"item\":\"https://www.berea.edu/academics/departments-programs/\"},{\"@type\":\"ListItem\",\"position\":4,\"name\":\"General Studies\",\"item\":\"https://www.berea.edu/academics/departments-programs/general-studies/\"},{\"@type\":\"ListItem\",\"position\":5,\"name\":\"Department Pages (GST)\",\"item\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/\"},{\"@type\":\"ListItem\",\"position\":6,\"name\":\"GSTR Section Descriptions\",\"item\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/\"},{\"@type\":\"ListItem\",\"position\":7,\"name\":\"GSTR 210\"}]},{\"@type\":\"WebSite\",\"@id\":\"https://bereafaust.wpengine.com/#website\",\"url\":\"https://bereafaust.wpengine.com/\",\"name\":\"Berea College\",\"description\":\"A college like no other.\",\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https://bereafaust.wpengine.com/?s={search_term_string}\"},\"query-input\":\"required name=search_term_string\"}],\"inLanguage\":\"en-US\"}]}"},"canonical":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-210/","breadcrumbs":[{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/","text":"Home"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/","text":"Academics"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/","text":"Departments & Programs"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/","text":"General Studies"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/","text":"Department Pages (GST)"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/","text":"GSTR Section Descriptions"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-210/","text":"GSTR 210"}]},"blocks":[{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Writing Seminar II - Identity & Diversity in the U.S.<\\/strong>\",\"level\":2,\"anchor\":\"h-writing-seminar-ii-identity-amp-diversity-in-the-u-s\"}","name":"core/heading"},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"This course is designed to develop and build upon the reasoning, writing, research, and learning emphases of GSTR 110 while engaging all students on issues close to the historic mission of the College\\u2014race, gender, Appalachia, and class. Each section initially explores the story of Berea, including as it relates to the unifying themes of GSTR 210. Each section of the course involves explicit, continuing attention to writing, reasoning, research, and reflective engagement with various texts, including instruction in the processes of producing a research paper.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph"},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Learning Outcomes\",\"level\":3,\"anchor\":\"h-learning-outcomes\"}","name":"core/heading"},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Successful students will:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph"},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":true,\"values\":\"\",\"anchor\":\"\"}","name":"core/list"},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Section Descriptions\",\"level\":3,\"anchor\":\"h-section-descriptions\"}","name":"core/heading"},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Below are section descriptions for all instructors who regularly teach GSTR 210. Not all of these instructors listed here teach the course each term. Please refer to the schedule of classes for the term in question to see which instructors will be offering the course.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph"},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Anderson, Broughton: <\\/strong>The Archaeology of Berea: The Archaeology of Us. <\\/em>Does our stuff define who we are \\u2013 as humans, as Americans, as Bereans, as distinct individuals? Often defined as fixed or static, identity is, however, mutable, a social construction we impose on ourselves, each other, and the world around us. Using archaeology as a lens of inquiry, this class will explore our material culture as a means to understanding identity and issues of race, class, and gender. This class will explore the ever-changing relationships we have with each other and with things, leading us to inevitably ask how we influence Berea\\u2019s identity as it influences ours.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph"},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Arms Almengor, Rochelle:<\\/strong> Culture, Identity and Conflict.<\\/em> First and foremost, this course will build on your learning in GSTR 110 \\u2013 its main goal is to support your research and writing skills. I will spend significant time on helping you formulate a solid research paper about a topic that moves you. Secondly, as we work to hone your research and writing skills, we will explore the ways in which culture and identity frame our individual and collective understandings of social conflict. While sometimes, cultures and identities rest invisibly under the surface of a person or group, they often take center stage in times of conflict. Anthropologist and conflict studies scholar, Kevin Avruch tells us that \\u201cthe mere existence of cultural differences is usually not the primary cause of conflict between groups\\u2026however, culture is always the lens through which differences are refracted and conflict pursued.\\u201d This class will examine the ways in which our respective cultures and identities shape our theories-in-use about how<\\/em> to do (or not do) conflict and with whom<\\/em> to do (or not do) conflict. To guide our understanding, we will draw on works from multiple disciplines such as peace and conflict studies, anthropology, psychology, and education, but keep in range of the cultures, identities and conflicts (local or national) that are at the heart of the Berea story. In your participation and writing, I will ask you to connect the relevant ideas of scholars, activists, and practitioners to your own lived experiences whether here at Berea or elsewhere in your life. Our goal will be to make sense of the roles that culture and identity play in conflict and in its transformation.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph"},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Barton, Adanma: <\\/strong>What You See is What You Get?<\\/em> Unfortunately we live in a world where pictorial stereotypes in the media are prevalent. In this course we will examine stereotypes pertaining to ethnicity, gender, age, etc. Through research we will attempt to discover a common ground and map out hopes for the future. Materials covered include A Day without a Mexican<\\/em>, True Meaning of Pictures: Shelby Lee Adams\\u2019 Appalachia<\\/em>, and Images That Injure: Pictorial Stereotypes in the Media<\\/em>. Students should be prepared to engage in intelligent discussions, write researched essays, and conclude with a final research paper.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph"},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Broadhead, Edwin: <\\/strong>The Berea Story in a national Context<\\/em>. This section of GSTR 210 explores the Berea story throughout the semester in order to analyze issues of race, gender, Appalachia, class, and education within both a local and a national context. The reasoning, research, and writing skills addressed in GSTR 110 are reviewed and developed in this course. Each student is expected to demonstrate these skills in a research paper that develops one of the central themes of the course.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph"},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Brown, Jarrod:<\\/strong> Identity and Knowledge.<\\/em> Berea College\\u2019s historical mission has been dedicated to education of four \\u201cclasses\\u201d of people: Appalachians, African Americans, women, and those with economic need. All four of these identities, however, are often depicted in the popular media and popular imagination as uneducated, backwards, irrational or ignorant, from minstrel show depictions of African Americans to contemporary portrayals of Appalachians like Wrong Turn<\\/em>. In exploring the intersection of identity and our status as knowers, and through the history of Berea College as an educational institution, we will examine the making of stereotypes, reflect on how they impact us, and how we as knowers can respond and challenge such stereotypes. Using the lens of feminist epistemology, we scrutinize a variety of mediums including television programs, movies, historical documents, and academic works to understand how identity is created from without as well as from within, to understand the historical construction of these identities in America, and how these constructions relate to stereotypes of classes of people as epistemic agents, as knowers and sources of knowledge.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph"},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Burnside, Jackie: <\\/strong>Being Different, Becoming Distinctive<\\/em>. When Berea reopened after the Civil War ended, black and white males and females were enrolled on an equal status as students in Kentucky\\u2019s first interracial and coeducational institution of education. In this course, we will examine the trials, tribulations, and celebrations of the Berea saga from the 19th century into the 21st as we ponder the challenges and opportunities for the College in being different, and becoming distinctive. In addition to the final research paper, students will be expected to participate in class discussions, make short oral presentations in teams, and engage in writing several reflective exercises based on our work with various texts.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph"},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Crachiolo, Beth: <\\/strong>American Identities: How do you know?<\\/em> This section will explore the definitions of \\u201cAmerican,\\u201d beginning with the assumption that there are multiple definitions. What makes an American? What are the negotiations, tensions, and constructions that we use to forge our identities? We will be focused particularly on gender, race, and class, especially as they relate to and\\/or define various categories of Americans: the privileged; the oppressed; the immigrant; the educated; the differently abled; the urban\\/rural American. Since GSTR 210 has a research paper at its center, we will be working on yours all semester, step by step. Whether you are American or not, you\\u2019ll learn a lot about yourself, as well as about this country.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph"},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Dickerson, Jacob: <\\/strong>Media & Appalachian Identity. <\\/em>This course explores the ways in which media content both reflects and constructs group identity with a particular focus on Appalachian regional identity. Students will explore the question: How does the media represent Appalachians and how does that affect how they see themselves as well as how others perceive them?\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph"},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Drewek, Douglas:<\\/strong> My Music, My Identity\\u2026<\\/em> People often have strong views regarding how the music they like identifies them as an individual; however, they often know little about its history. In this class, we will explore the roots of American popular music in the twentieth century and how the variety of musical styles today stem from diverse, yet similar, sources. To support the idea that \\u201cmusic does not exist in a vacuum,\\u201d we will study how the cultural history of the United States has influenced its musical genres. We will also develop a greater awareness of the structure and aesthetics of music through listening and research.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph"},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Edelman, Adam:<\\/strong> Writing About Visual Art and Community.<\\/em> We often look at visual art as individuals, focusing on how it makes us feel, or whether we \\u201clike\\u201d an artwork or not. But art also has the important role of connecting us to others through a feeling of shared experience. Unlike written language, visual art can be understood and appreciated by people from various cultures and backgrounds without having to be translated or explained. In this course, students read a variety of current articles, essays, and opinion pieces that discuss how works of visual art and communities intersect, interact, and for what purposes. Students enter the public discussion by writing about specific movements in visual art or specific artworks in order to explain how their features build a sense of common experience among individuals. The course culminates in a research paper on a topic of students\\u2019 choice that address some aspect of a need for community building and how visual art has responded to this need, or how it can better respond in the future.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph"},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Elkins, Ansel:<\\/strong> The Literature of Place.<\\/em> \\u201cIf you don\\u2019t know where you are you don\\u2019t know who you are,\\u201d wrote Wallace Stegner. In this section of GSTR 210, we will explore poems, fiction, and memoirs that center on our relationships with place. We will ask questions like: How does where we\\u2019re from shape us? How do writers explore an intimacy with place and landscape? How can that intimacy create a sense of belonging? How does place convey culture? How do poets and writers explore climate change and the human and environmental devastation in the wake of a force of nature like a hurricane? How do writers wrestle with feelings of being isolated from community and place? We will read a wide variety of works such as bell hooks\\u2019 Bone Black,<\\/em> Sandra Cisneros\\u2019 The House on Mango Street<\\/em>, Jaquira D\\u00edaz\\u2019s Ordinary Girls<\\/em>, the poems of Wendell Berry, and Patricia Smith\\u2019s Blood Dazzler<\\/em>, which centers on the aftermath of Hurricane Katrina in New Orleans. This course involves a substantial amount of reading. Students will keep weekly notebooks about paying attention to plants, animals, weather, and place, and the course will culminate in each student focusing on a work of literature or an author to explore and write about in-depth.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph"},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Feagan, Beth: <\\/strong>In our own words: exploring identity.<\\/em> How do you write a long research paper? At the last minute? Under great stress? With much anxiety? This class will give you the tools you need to break up big, overwhelming research projects into bite-sized chunks. In this class, we\\u2019ll explore issues of identity and diversity by reading, discussing, and writing about peoples\\u2019 accounts of their lives. Personal essays and memoirs are more popular than ever in America because we are hungry for true stories. We\\u2019ll look for the ways race, class, gender, sexuality, and regional identity intersect in these works. In a culture that alienates and marginalizes entire groups of people, preserving these voices is an act of resistance. By the end of the semester, you will have written short contemplative pieces on your life and on the narratives and memoirs. Most importantly, you will have learned how to write a longer, more sustained research paper in a systematic, thoughtful way.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph"},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Feifer, Megan:<\\/strong>\\u00a0Coming to Voice: Making Sense of Self and Place.<\\/em>\\u00a0In Bone Black: Memories of Girlhood, feminist scholar and cultural critic bell hooks intimately discusses \\\"the struggle to create self and identity distinct from and yet inclusive of the world around me\\\" as a black girl-child growing up in the Appalachian South. Through her autobiographical account, hooks explores how intersecting forms of oppression, including race, class, gender, sexuality, and regionalism, function in her life. Through close readings of her text, we will work toward a better understanding of how place and intersectional experiences influence the process of self-creation, identity, and community. Together, we will sharpen our awareness of the process through which writers come to voice, reflect on the importance of positionality, and respond to systemic oppression.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph"},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Heyrman, John: <\\/strong>America Imprisoned<\\/em>. Well over two million Americans are in federal or state prisons or county jails in the Unites States. This section will take that fact as its starting point and consider the course themes of race, sex, class, and Appalachia as they intersect with the criminal justice system in the U.S. The course will consider both causes and effects of the vast number of American in jail, including issues such as the war on drugs to the disenfranchisement of ex-felons. The class as a whole will pick a few specific topics among these broad issues to research and debate.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph"},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Hill-Zuganelli, Dee: <\\/strong>Kinship, Solidarity, and Social Change<\\/em>. This section will expand our understanding of \\u201ckinship\\u201d in the family sciences to consider how families and communities bond with each other in working toward social change. This entails rethinking kinship as a series of fundamental themes: love, need, obligation, struggle, and sacrifice. The establishment of Berea College, the legacy of the Civil Rights Movement, and the recovery of opportunity in the Appalachian region serve as historical markers for developing these themes and their significance. Students should be prepared to read selections from the course reader alongside primary source material, write responses, and organize a research project around a kinship theme of their choice.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph"},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Howard, Jason: <\\/strong>Exile in American Literature<\\/em>. Exile is a significant part of the human experience, cutting across lines of race, class, gender, geography, sexuality, and religion. In many ways, we are all exiles, compelled or forced to leave our homes for a variety of reasons. People in exile have fled from political and religious persecution, from war and famine. Many are misfits in their families or communities\\u2014artists or scholars who have never quite fit in with the culture in which they were born. Some have found themselves separated from their families on the basis of their sexual orientation, gender identity, or political views. Others have been shunned based on their race, class, and\\/or gender. In this course, students will analyze the experience of exile and displacement in American literature, considering the many ways in which one can be an exile; how our art, religion, politics, and culture are so often rooted in exile; and what we can learn from this condition. As this is a literature-focused course, students should expect a significant amount of reading, including essays, memoirs, stories, and novels by writers including Dorothy Allison, James Baldwin, Sarah Broom, bell hooks, Silas House, Neela Vaswani, and others.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph"},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Mack, Felicia:<\\/strong> Help or hinderance?: Exploring historical and present themes of coal\\u2019s impact on Appalachia.<\\/em> This course is designed to build upon the reasoning, writing, research, and learning emphasis of GSTR 110 or college transfer equivalent. GSTR 210 involves explicit, continuing attention to writing, reasoning, research, and reflective engagement with various forms of primary and secondary texts. Students will brainstorm and select a research topic after viewing Blood on the Mountain<\\/em> (2016). The primary focus in this section is instruction in the writing process resulting in the production of a research paper and presentation.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph"},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- McKee, Lauren: <\\/strong>Dolly Parton\\u2019s America: Exploring Appalachian \\u201cDolitics\\u201d in Contemporary America.<\\/em> The hit 2019 podcast Dolly Parton\\u2019s America<\\/em> from WNYC Radio told many listeners outside Appalachia what most Appalachians already knew: that in this intensely divided moment in America, we can all still agree on one thing, and that is Dolly Parton.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph"},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"We will use the 10 episodes of this podcast to dive into some of the most pressing and divisive issues of the day, including race, gender, and economic inequality. We will explore these topics using a wide, national lens, but also think about them from an Appalachian perspective; that is, how do the myriad problems we must deal with in the U.S. present in Appalachia, and what are possible solutions?\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph"},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- McKiernan Gonzalez, Eileen: <\\/strong>Art and Identity in America.<\\/em> The complex history of race and gender in post-colonial United States has had a deep effect on the visual arts. Representation of others, representation of the self has complex histories related to identity, whether it be racial, ethnic, cultural, regional, class, or gender. We will begin by looking at representation of peoples of non-European ancestry in the 19^{th<\\/sup>century, barriers to the academy, and abolitionist art. We will move to consider in particular the art of those who are outside of the \\u201cmainstream\\u201d of American art, in particular African American artists, and also Native American, Latinx, and Asian American artists. We will consider how these artists interact with Eurocentric models and seek sources in the Global South.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph"},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Mishra, Amrita: <\\/strong>Where are you \\u201creally\\u201d from? Migration, Borders, and Belonging. <\\/em>In his 2017 Man Booker Prize short-listed novel, Exit West<\\/em>, British Pakistani author Mohsin Hamid muses, \\u201cand when she went out it seemed to her that she too had migrated, that everyone migrates, even if we stay in the same houses our whole lives, because we can\\u2019t help it. We are all migrants through time.\\u201d In light of an international refugee crisis, increased border militarization and incarceration, and sustained white supremacy in this nation, who experiences the precarity and of being seen as a migrant? Who has the privilege of feeling like they \\u201cbelong\\u201d? What histories and memories of settlement and displacement do we carry\\u2014within our families, communities, and collectively\\u2014and whose stories do we forget? In this course we will grapple with the question of belonging, racial identity, and dispossession in the United States through the broad optic of migration. To get at these issues we\\u2019ll turn to Hamid\\u2019s Exit West<\\/em> alongside a range of articles and op-eds that chart central debates around colonialism, refugees, and racism. In addition to thinking about these issues at a global level, we\\u2019ll map these questions onto the history of Berea College and migration into and out of Appalachia: What stories are preserved and commemorated in institutional memory? What stories and histories might be forgotten? Who, historically, has had the privilege of belonging here? What about now?\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph"},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Our readings are designed to help you think about a range of issues to choose a particular issue around race, gender, class, or Appalachia to focus on for a final research paper. As we progress through the semester, many smaller assignments are designed to help you explore a topic, find reliable and rigorous sources, and determine a particular argument that you want to build. In addition to using secondary sources, this course will provide you with an opportunity to engage with primary research materials at the College\\u2019s archives.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph"},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Montgomery, Jesse:<\\/strong> I\\u2019m Set Free: Popular Music and American Culture.<\\/em> In this course, we explore the polyphonic nature of American identity through a comparative study of popular music. From country to the blues to hip hop, punk, rock and roll, American music has helped define both national and world culture. This course aims to use music to study the complex interactions between tradition and disruption, politics and place, individual and community identities, and our understanding of this idea of \\u201cthe popular.\\u201d It also places a particular emphasis on how race, gender, and class have influenced the production, performance, and consumption of music in America, as well as how that music shapes our sense of self. The semester builds toward writing a substantial research paper. As such, a significant amount of class time will be devoted to the fundamentals of writing, research, and revision.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph"},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Nerenberg, Daniel:<\\/strong> Resist!<\\/em> A funny thing happens when governments, corporations, or other powerholders neglect or oppress communities \\u2013 those communities tend to rise up. This course will be a deep dive into the ways that marginalized identity groups \\u2013 be that along class, gender, race lines, or beyond \\u2013 resist unjust policies and practices. We\\u2019ll briefly explore social movement literature and the rich history of civil resistance in the US, then home in on the lesser known, but no less deep, history of protest movements in Appalachia. Finally, we\\u2019ll dig into the College\\u2019s archives to see how Berea College students from different identity groups have engaged in civil resistance on campus and beyond. Throughout our research, we\\u2019ll learn how to craft a clear and effective research paper step-by-step, discovering how to uncover a research question, formulate a thesis, and draft a compelling argument backed by thorough research.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph"},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Nichols, Amy McCleese:<\\/strong> \\u201cBad Grammar\\u201d: Language Diversity and Discrimination in the Academy.<\\/em> Berea College\\u2019s motto, \\u201cGod has made of one blood all peoples of the earth,\\u201d sets the bold goal of achieving unity in diversity. And yet, diversity of race, class, region, and gender appears not only in our physical interactions and perceptions but is also embedded in language use; what words are \\u201cformal\\u201d and \\u201cinformal,\\u201d and who gets to decide what is preferred in what context? This class will explore the rich heritage of language variety in the United States with a specific focus on Standard English\\u2019s tumultuous academic relationship with African American Language and Appalachian English, but World Englishes, bilingualism, and the intersections among each of those varieties will also make appearances. Because this is GSTR210, the course will also focus on providing targeted instruction on research, reading, drafting, and revising to help you produce a final 10-15 page, well-sourced argumentative research paper on a language issue of your choosing.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph"},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Ortquist-Ahrens, Leslie:<\\/strong> Great Migrations<\\/em>. In this section, we\\u2019ll look at two massive 20^{th<\\/sup>-century movements of people that profoundly shaped U.S. cultural, social, and political history, the \\u201cGreat Migration\\u201d of African Americans from the South and the \\u201cOutmigration\\u201d of people from Appalachia. We\\u2019ll consider what these events had and have to do with the course\\u2019s broad themes of identity and diversity in the U.S. We\\u2019ll also explore what the transition of moving can mean for an individual\\u2019s sense of identity, how migrations can affect communities, and how people relate in powerful ways to place. 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And Appalachia is full of good stories, told and retold through generations. This includes our own Berea story. The theme for our section is Oral Culture: oral history, storytelling, speeches, lyrics, and other possible forms of spoken word that relate directly to Berea\\u2019s history and identity, Appalachian culture, and our foci on race, class, and gender. 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Through a research project, students will explore how background interacts with opportunity to influence the future, with an eye to navigating towards that dream.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph"},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Strange, Jason:<\\/strong> This course is about two things: how to write a research essay, and understanding inequality in the United States. Luckily, these two tasks are related. Inequality in the US is extreme and damaging, but it is also subtle \\u2013 it cannot be understood without reading some of the best research-based writing available. For example, many people think that class is not important in the US. Careful research shows that this common idea is wrong. Many people think that humans come in distinct biological races. Again, research shows that this is untrue. 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