LEADER 04295nam 2200649 450 001 9910823114103321 005 20230126205345.0 010 $a1-61117-382-5 035 $a(CKB)2550000001352416 035 $a(OCoLC)890727283 035 $a(CaPaEBR)ebrary10929174 035 $a(SSID)ssj0001349374 035 $a(PQKBManifestationID)11765718 035 $a(PQKBTitleCode)TC0001349374 035 $a(PQKBWorkID)11399559 035 $a(PQKB)10949197 035 $a(MiAaPQ)EBC2054830 035 $a(OCoLC)891286577 035 $a(MdBmJHUP)muse35402 035 $a(Au-PeEL)EBL2054830 035 $a(CaPaEBR)ebr10929174 035 $a(CaONFJC)MIL642429 035 $a(EXLCZ)992550000001352416 100 $a20140918h20142014 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aYou can't padlock an idea $erhetorical education at the Highlander Folk School, 1932-1961 /$fStephen A. Schneider 210 1$aColumbia, South Carolina :$cThe University of South Carolina Press,$d2014. 210 4$dİ2014 215 $a1 online resource (209 p.) 225 0 $aStudies in Rhetoric/Communication 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a1-61117-381-7 311 $a1-322-11178-2 320 $aIncludes bibliographical references and index. 330 $a"You Can't Padlock an Idea examines the educational programs undertaken at the Highlander Folk School in Tennessee and looks specifically at how these programs functioned rhetorically to promote democratic social change. Founded in 1932 by educator Myles Horton, the Highlander Folk School sought to address the economic and political problems facing communities in Appalachian Tennessee and other southern states. To this end Horton and the school's staff involved themselves in the labor and civil rights disputes that emerged across the south over the next three decades. Drawing on the Highlander archives housed at the Wisconsin Historical Society, the Avery Research Center in South Carolina, and the Highlander Research and Education Center in Tennessee, Stephen A. Schneider reconstructs the pedagogical theories and rhetorical practices developed and employed at Highlander. He shows how the school focused on developing forms of collective rhetorical action, helped students frame social problems as spurs to direct action, and situated education as an agency for organizing and mobilizing communities. Schneider studies how Highlander's educational programs contributed to this broader goal of encouraging social action. Specifically he focuses on four of the school's more established programs: labor drama, labor journalism, citizenship education, and music. These programs not only taught social movement participants how to create plays, newspapers, citizenship schools, and songs, they also helped the participants frame the problems they faced as having solutions based in collective democratic action. Highlander's programs thereby functioned rhetorically, insofar as they provided students with the means to define and transform oppressive social and economic conditions. By providing students with the means to comprehend social problems and with the cultural agencies (theater, journalism, literacy, and music) to address these problems directly, Highlander provided an important model for understanding the relationships connecting education, rhetoric, and social change. " --$cProvided by publisher. 606 $aSocial change$zSouthern States$xHistory$y20th century 606 $aRhetoric$xSocial aspects$zSouthern States$xHistory$y20th century 606 $aAdult education$zTennessee$xHistory$y20th century 606 $aWorking class$xEducation$zTennessee$xHistory$y20th century 615 0$aSocial change$xHistory 615 0$aRhetoric$xSocial aspects$xHistory 615 0$aAdult education$xHistory 615 0$aWorking class$xEducation$xHistory 676 $a370.11/5 686 $aFIC010000$aFIC009040$2bisacsh 700 $aSchneider$b Stephen A.$f1979-$01712323 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910823114103321 996 $aYou can't padlock an idea$94104349 997 $aUNINA