Using Regional Literature to Teach Multicultural Education

Regional literature in an invaluable tool that can be used to teach multicultural studies in the classroom by highlighting diverse cultural perspectives, histories, and traditions that are embedded in local narratives. This paper examines the role that regional/cultural literature plays in helping students become more self-aware of their own cultural identity, as well as to introduce them to cultures that are different than their own. Particularly, this study analyzes the dialect, cultural elements, and historical context in the works of Appalachian writer James Still. Still’s works are a goldmine when it comes to study of the culture, history, and traditions of Southern Appalachia. Still’s dialect and other linguistic characteristics make his work a vital source for research into Appalachian life, especially in the coal mining country of Eastern Kentucky. The primary goal of this paper is to determine how best to use certain texts to teach students about the dialectal features such as the grammar, lexicon, syntax, and social context of Appalachian “Southernisms,” as well as the cultural and historical context of the time in which they were written by introducing students to some of the folkways and music of the region. The secondary goal is to present the results of the study as a model that other teachers can use to analyze their own choice of regional/cultural literature to create a curriculum to better instruct students about their own diverse cultures. By applying these insights, educators can develop a curriculum that will foster a deeper engagement with multicultural topics, which will empower their students to explore their own cultural heritage, as well as gain perspective through the cultural experiences of others. Applying the insights found in this paper, teachers can facilitate an atmosphere of culture awareness and appreciation in the classroom.