oral history collection atkins library uncc. completed by randy hughes graduate student uncc 1674-x...

Oral History CollectionAtkins Library

UNCC

Oral History CollectionAtkins Library

UNCC

Completed byCompleted by

• Randy Hughes• Graduate studentUNCC

• 1674-X Lowell-Bethesda Rd.Gastonia, NC 28056rlhughes@uncc.edu

• Randy Hughes• Graduate studentUNCC

• 1674-X Lowell-Bethesda Rd.Gastonia, NC 28056rlhughes@uncc.edu

• Elaine Rhodes• Graduate student UNCC• 1231 Oakmont Ave. Charlotte, NC 28205

mrhodes2@uncc.edu

• Elaine Rhodes• Graduate student UNCC• 1231 Oakmont Ave. Charlotte, NC 28205

mrhodes2@uncc.edu

Table of ContentsTable of Contents

I. SummaryII. Speakers and setting for this

interviewIII.Conversational interactionIV. Major themesV. Sample narrativeVI. Major discourse characteristicsVII.Additional features

I. SummaryII. Speakers and setting for this

interviewIII.Conversational interactionIV. Major themesV. Sample narrativeVI. Major discourse characteristicsVII.Additional features

Graduate student Christina Wright interviews Decker Ngongang in 1995. Decker attended open schools in the Charlotte Mecklenburg system in the early 1990s. Interview takes place in Founders’ Hall, Charlotte.

Graduate student Christina Wright interviews Decker Ngongang in 1995. Decker attended open schools in the Charlotte Mecklenburg system in the early 1990s. Interview takes place in Founders’ Hall, Charlotte.

SummarySummary

I. SummaryII. Speakers and setting for this

interviewIII.Conversational interactionIV. Major themesV. Sample narrativeVI. Major discourse characteristicsVII.Additional features

I. SummaryII. Speakers and setting for this

interviewIII.Conversational interactionIV. Major themesV. Sample narrativeVI. Major discourse characteristicsVII.Additional features

Decker Ngongang

June 18, 2005

Christina WrightChristina Wright interviewing

• Charlotte Mecklenburg district-wide reform events spanning 1960 to 2005

www.pbs.org/makingschoolswork/dwr/ nc/chronlology.html

• Charlotte Mecklenburg district-wide reform events spanning 1960 to 2005

www.pbs.org/makingschoolswork/dwr/ nc/chronlology.html

Chronology of EventsChronology of Events

• Swann v. Board of Education http://brownat50.org/brownCases/ PostBrownCases/SwannvCharlotte-busing.htm

• Swann v. Board of Education http://brownat50.org/brownCases/ PostBrownCases/SwannvCharlotte-busing.htm

Charlotte and BusingCharlotte and Busing

• Transcription of an Interview with Superintendent Eric Smith (1996-2002)

www.pbs.org/makingschoolswork/atp/transcript.html

• Transcription of an Interview with Superintendent Eric Smith (1996-2002)

www.pbs.org/makingschoolswork/atp/transcript.html

District-Wide ReformDistrict-Wide Reform

• Writer Corey Ford describes equity issues in the Charlotte Mecklenburg system.

www.pbs.org/makingschoolswork/dwr/nc/equity.html

• Writer Corey Ford describes equity issues in the Charlotte Mecklenburg system.

www.pbs.org/makingschoolswork/dwr/nc/equity.html

Equity as an IssueEquity as an Issue

• Transcription of an Interview with Superintendent Eric Smith (1996-2002)

www.pbs.org/makingschoolswork/atp/transcript.html

• Transcription of an Interview with Superintendent Eric Smith (1996-2002)

www.pbs.org/makingschoolswork/atp/transcript.html

District-Wide ReformDistrict-Wide Reform

ContentsContentsI. SummaryII. Speakers and setting for this

interviewIII.Conversational interactionIV. Major themesV. Sample narrativeVI. Major discourse characteristicsVII.Additional features

I. SummaryII. Speakers and setting for this

interviewIII.Conversational interactionIV. Major themesV. Sample narrativeVI. Major discourse characteristicsVII.Additional features

Conversational Interaction

Conversational Interaction

Interviewer initiates subjects and interviewee responds with answers, interspersed with •Interruptions: “We learned how to--’sup dawg--’scuse me.” add link•Yawns: [yawn] “Sorry.” add link

•Interjections of agreement:

“Yeah,yeah, yeah.” add link

Interviewer initiates subjects and interviewee responds with answers, interspersed with •Interruptions: “We learned how to--’sup dawg--’scuse me.” add link•Yawns: [yawn] “Sorry.” add link

•Interjections of agreement:

“Yeah,yeah, yeah.” add link

Table of ContentsTable of ContentsI. SummaryII. Speakers and setting for this

interviewIII.Conversational interactionIV. Major themesV. Sample narrativeVI. Major discourse characteristicsVII.Additional features

I. SummaryII. Speakers and setting for this

interviewIII.Conversational interactionIV. Major themesV. Sample narrativeVI. Major discourse characteristicsVII.Additional features

PeoplePeople

Decker NgongangLarry Gauvreau

Bill James

Decker NgongangLarry Gauvreau

Bill James

Decker NgongangDecker Ngongang

• Attended Irwin Elementaryearly 1990s

• Contributing writer to Creative Loafing

• On the Board of Members for POST

• Attended Irwin Elementaryearly 1990s

• Contributing writer to Creative Loafing

• On the Board of Members for POST

PlacesPlaces

Charlotte-Mecklenburg SchoolsCharlotte, North Carolina

Charlotte-Mecklenburg SchoolsCharlotte, North Carolina

EventsEvents• Open School Movement Texts

• Julius Chambers MSS at UNCC

• Benjamin S. Horack MSS at UNCC

• William Waggoner MSS at UNCC

• Margaret Whitton Ray MSS at UNCC

• Open School Movement Texts

• Julius Chambers MSS at UNCC

• Benjamin S. Horack MSS at UNCC

• William Waggoner MSS at UNCC

• Margaret Whitton Ray MSS at UNCC

• NPR on busing• American RadioWorks on desegregation efforts

• NPR on busing• American RadioWorks on desegregation efforts

Table of ContentsTable of ContentsI. SummaryII. Speakers and setting for this

interviewIII.Conversational interactionIV. Major themesV. Sample narrativeVI. Major discourse characteristicsVII.Additional features

I. SummaryII. Speakers and setting for this

interviewIII.Conversational interactionIV. Major themesV. Sample narrativeVI. Major discourse characteristicsVII.Additional features

Key components-LabovKey components-Labov

ABSTRACT:“I mean for us, there was this lady, Ms. Barber, who lived across the street.” add link here pdf file excerpt

ABSTRACT:“I mean for us, there was this lady, Ms. Barber, who lived across the street.” add link here pdf file excerpt

Key components-LabovKey components-Labov

ORIENTATION:“I don’t know if she’s still alive or not but she’s one of our, one of the teacher’s good friends. She lived across the street from Irwin.”

ORIENTATION:“I don’t know if she’s still alive or not but she’s one of our, one of the teacher’s good friends. She lived across the street from Irwin.”

Key components-LabovKey components-Labov

COMPLICATING ACTION:“And in the fifth grade we’d just go take field trips to Ms. Barber’s house. She opened the fence and we just all kinda chilled there.”

COMPLICATING ACTION:“And in the fifth grade we’d just go take field trips to Ms. Barber’s house. She opened the fence and we just all kinda chilled there.”

Key components-LabovKey components-Labov

EVALUATION:“We loved it.”

EVALUATION:“We loved it.”

Key components-LabovKey components-Labov

RESOLUTION:“I mean we would ride the bus and yell at her just because she was a nice lady.”

RESOLUTION:“I mean we would ride the bus and yell at her just because she was a nice lady.”

Norms, expectations - Hymes

Norms, expectations - Hymes

SETTING AND SCENE:“They had paddles at Pineville.”

SETTING AND SCENE:“They had paddles at Pineville.”

Norms, expectations - Hymes

Norms, expectations - Hymes

PARTICIPANTS:Interviewer Christina Wright Interviewee Decker Ngongang

PARTICIPANTS:Interviewer Christina Wright Interviewee Decker Ngongang

Norms, expectations - Hymes

Norms, expectations - HymesENDS:

When Christine asks about Decker compares discipline at Pineville Elementary to Irwin’s in the open school environment.

ENDS: When Christine asks about Decker compares discipline at Pineville Elementary to Irwin’s in the open school environment.

Norms, expectations - Hymes

Norms, expectations - Hymes

ACT SEQUENCE:“Like they used to whip kids at school. At Irwin…we had little timeout things. And at Pineville, you got beat.”

ACT SEQUENCE:“Like they used to whip kids at school. At Irwin…we had little timeout things. And at Pineville, you got beat.”

Norms, expectations - Hymes

Norms, expectations - Hymes

KEY:Incredulous--[Laughter] “Yeah! At Irwin I swear I thought it was the weirdest thing in the world.”

KEY:Incredulous--[Laughter] “Yeah! At Irwin I swear I thought it was the weirdest thing in the world.”

Norms, expectations - Hymes

Norms, expectations - Hymes

INSTRUMENTALITIES:• Informal speech• Occasional grammatical errors• Swearing• Laughter• Yawns

INSTRUMENTALITIES:• Informal speech• Occasional grammatical errors• Swearing• Laughter• Yawns

Norms, expectations - Hymes

Norms, expectations - Hymes

NORMS: “Because I never really, my mom didn’t, believe in it and so it was this, kind of this alien thing.”

NORMS: “Because I never really, my mom didn’t, believe in it and so it was this, kind of this alien thing.”

Norms, expectations - Hymes

Norms, expectations - Hymes

GENRE: Decker is relaying to an interviewer about discipline programs at two contrasting schools using examples of conditions.

GENRE: Decker is relaying to an interviewer about discipline programs at two contrasting schools using examples of conditions.

Table of ContentsTable of ContentsI. SummaryII. Speakers and setting for this

interviewIII.Conversational interactionIV. Major themesV. Sample narrativeVI. Major discourse characteristicsVII.Additional features

I. SummaryII. Speakers and setting for this

interviewIII.Conversational interactionIV. Major themesV. Sample narrativeVI. Major discourse characteristicsVII.Additional features

Table of ContentsTable of ContentsI. SummaryII. Speakers and setting for this

interviewIII.Conversational interactionIV. Major themesV. Sample narrativeVI. Major discourse characteristicsVII.Additional features

I. SummaryII. Speakers and setting for this

interviewIII.Conversational interactionIV. Major themesV. Sample narrativeVI. Major discourse characteristicsVII.Additional features

MetaphorsMetaphors

Decker:“Tiptoe that line of being bad.”“Finding the common threads.”“It was kind of like your place of worship as a community.”

“It’s kinda like knowing the car that you want but seeing that it has leather--or a CD player.”

Decker:“Tiptoe that line of being bad.”“Finding the common threads.”“It was kind of like your place of worship as a community.”

“It’s kinda like knowing the car that you want but seeing that it has leather--or a CD player.”

Select Charlotte-Mecklenburg SchoolsSelect Charlotte-Mecklenburg Schools

Irwin Avenue Elementary SchoolPiedmont Open Middle SchoolWest Charlotte High School

Garinger High SchoolEast Mecklenburg High School

Irwin Avenue Elementary SchoolPiedmont Open Middle SchoolWest Charlotte High School

Garinger High SchoolEast Mecklenburg High School

Irwin Avenue Elementary

School

Irwin Avenue Elementary

School• Opened Fall 1973

• First system-wide “optional school”

• New building 1995

• 600+ students

• Opened Fall 1973

• First system-wide “optional school”

• New building 1995

• 600+ students

Piedmont Open Middle School

Piedmont Open Middle School

• Opened Fall 1977

• First system-wide “optional middle school”

• 700+ students

• Opened Fall 1977

• First system-wide “optional middle school”

• 700+ students

Events: Call Numbers: Open SchoolsEvents: Call Numbers: Open Schools• Z5814.O63 R35 Open education : a bibliography / by

Janelle Ranken • LB1029.O6 I53 Informal education: "open classroom"

provokes change, controversy; Theodor Schuchat• LB1029.O6 C37 1974 Open sesame: a primer in open

education [by] Evelyn M. Carswell and Darrell L. Roubinek

• LB1029.O6 S72 The teacher’s guide to open education [by] Lillian S. Stephens

• LB1029.O6 P47 The Philosophy of open education / edited and with an introd. by David Nyberg

• LA633.R3 Open education: the informal classroom; a selection of readings that examine the practices and principles of the British infant schools and their American counterparts. Selected and edited by Charles H. Rathbone

• Z5814.O63 R35 Open education : a bibliography / by Janelle Ranken

• LB1029.O6 I53 Informal education: "open classroom" provokes change, controversy; Theodor Schuchat

• LB1029.O6 C37 1974 Open sesame: a primer in open education [by] Evelyn M. Carswell and Darrell L. Roubinek

• LB1029.O6 S72 The teacher’s guide to open education [by] Lillian S. Stephens

• LB1029.O6 P47 The Philosophy of open education / edited and with an introd. by David Nyberg

• LA633.R3 Open education: the informal classroom; a selection of readings that examine the practices and principles of the British infant schools and their American counterparts. Selected and edited by Charles H. Rathbone

Works CitedWorks Cited• Charlotte-Mecklenburg Schools. 14 November 2007 <http://www.cms.k12.nc.us/>.

• CreativeLoafing.com. 14 November 2007 <http://charlotte.creativeloafing.com/gyrobase/index>.

• Partners in Out of School Time. Postcarolinas.org 15 November 2007 <http://www.postcarolinas.org/index.cfm>.

• Charlotte-Mecklenburg Schools. 14 November 2007 <http://www.cms.k12.nc.us/>.

• CreativeLoafing.com. 14 November 2007 <http://charlotte.creativeloafing.com/gyrobase/index>.

• Partners in Out of School Time. Postcarolinas.org 15 November 2007 <http://www.postcarolinas.org/index.cfm>.

• The staff in UNCC’s Special Collections Library.

• The staff in UNCC’s Special Collections Library.

Acknowledgements