Oral History Collection Atkins Library UNCC
Jan 17, 2016
Oral History CollectionAtkins Library
UNCC
Oral History CollectionAtkins Library
UNCC
Completed byCompleted by
• Randy Hughes• Graduate studentUNCC
• 1674-X Lowell-Bethesda Rd.Gastonia, NC [email protected]
• Randy Hughes• Graduate studentUNCC
• 1674-X Lowell-Bethesda Rd.Gastonia, NC [email protected]
• Elaine Rhodes• Graduate student UNCC• 1231 Oakmont Ave. Charlotte, NC 28205
• Elaine Rhodes• Graduate student UNCC• 1231 Oakmont Ave. Charlotte, NC 28205
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