Notice bibliographique
Résumé
We are so happy to be bringing this special issue on Black Appalachia to our membership! I will start by thanking our journal team, including managing editor Mary K. Thomas, assistant managing editor Ann E. Bryant, book review editor Carson E. Benn, media review editor Matthew Sparks, and our journalism school intern, Raithlyn Godfrey. Our team is undergoing some transitions, and this is our last issue with our long-serving associate editor Christopher L. Leadingham, who will be stepping down at this time and joining the editorial board. We are going to miss Chris and extend our great appreciation for all he has done for the journal. However, we are also very happy to welcome our incoming associate editor, Meredith McCarroll. We are delighted that Meredith is joining the editorial team.We are also welcoming several other new members to the editorial board: Wesley R. Bishop, Rachel Rosolina, and Jacqueline Yahn. As always, we thank all the members of the JAS editorial board for their work on behalf of the journal. Finally, I would like to recognize our special issue editor for the hard work he has put into making this special issue possible. The articles, research notes, book, and media reviews in this issue provide our readership with critical resources on Black histories, activism, and scholarship in Appalachia. And with that, I turn it over to the special issue editor, Wilburn Hayden, Jr.Black Appalachians, Black Appalachian groups and families, Black Appalachian institutions, and Black Appalachian experiences were and are formed in Appalachia. Our history and presence originated from the earliest days of White colonial settlers’ theft of Indigenous lands. Over the centuries, Black folks through birth, migration, lived residence, and heritage have contributed to the molding and shaping of the region. The Journal of Appalachian Studies special issue on Black Appalachia is one testament to our claim to be Appalachians. The stories of Black Appalachians are Appalachian stories as much as Scots-Irish or other identity populations within the region we call Appalachia. We are Appalachians; we are Black Appalachians! I have started capitalizing all racial groups in my writings. Not capitalizing White as a racial group signals that Whites are not part of society's construct of races. Thus, it reaffirms White as the societal norm, and should be treated differently from other racial groups.Black people, unwilling and willing from the start, were participants in the taking of these lands. We enjoyed and suffered within the beauty of the mountains from river valleys, twisted mountain laurels, remote hollers, small towns, cities, and communities, and the joy and disappointment in our families. For the most, our paths in the journey have been forged through segregation and discrimination, while remaining steadfast within the trails of the region's histories, developments, and visions. Often we have been omitted, excluded, and invisible in the settler's tales and recorded notes. Yet we were and are there, contributing to part of its successes and failures. We experienced but continue to stay afloat among the strong regional forces of racism, discrimination, prejudices, and unequal privileges and resources metered through White supremacy. Appalachia has come to be our home. A home that had rooms that we could not enter or that fell silent upon our entrance. In spite of it all, we found and continued to find places to grow and thrive. This special issue brings a few voices about Black Appalachia into the light from the many blue moon months of our mountain existence.I invite you to take a stroll with us through hollers among the Appalachia Black pathways. Let's start our journey in the Cullowhee Valley. “‘Woven into the fabric:’ The Legacy and Labor That Built a University” by Liz Harper and Adam Thomas documents how Western Carolina University came into possession of the land on which the university was built. They carefully present how both Native Americans and Black Appalachians were exploited to benefit local White students and officials.Mich Nyawalo's “Multiculturalism in the Coal Mines: Re-interpreting the Battle of Blair Mountain in the Age of Black Lives Matter” draws upon the spirit of Blair Mountain. Nyawalo connects the activism growing out of the Black Lives Matter movement and the unity of Black and White miners and their supporters in the struggle against labor exploitation and state violence at Blair Mountain.Kristan L. McCullum's work “‘You will always be’: Remembering a Historically Black School in the Mountains of Eastern Kentucky” employs “subjective truth” and oral histories to reflect on Dunham High School, a segregated Black school in the Consolidation Coal Company town of Jenkins, Kentucky. This article links my own past, as a product of twelve years of Appalachian Jim Crow public schools, to understandings of unequal discrimination that were not apparent to me.The book and media reviews expand the content of this special issue: The Fifth Border State: Slavery, Emancipation, and the Formation of West Virginia, 1829–1872, written by Scott A. MacKenzie and reviewed by William E. Hardy; Lige of the Black Walnut Tree: Growing Up Black in Southern Appalachia, written by Mary Othella Burnette and reviewed by Cicero M. Fain III,; The Harlan Renaissance: Stories of Black Life in Appalachian Coal Towns, written by William H. Turner and reviewed by Tim Konhaus; Those We Thought We Knew, written by David Joy and reviewed by Candice Dyer; the album Rest, produced by Corduroy Brown and reviewed by Catherine Wilbur; and the film O Pioneer, directed by Clara Lehmann and Jonathan Lacocque and reviewed by Destiny Caldwell.The research note about US Census data that I compiled contains the Appalachian Regional Commission (ARC) county populations by race (Black, White, and other race populations). The tables may be useful as a starting point for examining the location of Black Appalachians in respect to research. The second note includes a link to a listing of presentations at the Appalachian Studies Association's annual conference across the past twenty-eight years (1996–2024), that focus on Black Appalachia.Along with the above-named contributors, this special issue would have not been possible without the insights, experiences, and hard work of Rebecca R. Scott, Christopher L. Leadingham, Meredith McCarroll, Mary K. Thomas, Ann E. Bryant, Matthew R. Sparks, and Carson E. Benn. A special thanks goes to the un-named peer reviewers who interrogated the manuscripts. If you are asked to review a manuscript for a journal, please say yes. For me, the most difficult experience for this special issue was the countless rejections to requests from colleagues to review manuscripts. When asked, please say yes.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».