Threads of Tradition

Connecting Rural Voices to Future Generations

Authors

  • Melissa Comer Tennessee Tech University
  • Kristen Trent

DOI:

https://doi.org/10.3776/tpre.2025.v15n1p245-249

Keywords:

Oral Histories, Rural Stories, Digital Analysis, Preservation

Abstract

The project investigated and documented oral histories, with the goal of preserving and understanding the experiences, perspectives, and cultural heritage of individuals living in rural areas. It addresses the potential loss of valuable narratives and insights due to the changing landscape of the region. Existing knowledge about rural communities often focuses on statistical data, economic indicators, and policy analyses, providing limited insight into the lived experiences and personal stories of rural residents. Oral histories offer a unique and invaluable source of information, allowing researchers to capture the nuanced narratives, traditions, and challenges faced by rural people groups in their own words. While there have been studies examining various aspects of rural life, including economic challenges, social dynamics, and cultural transformations, there is a dearth of comprehensive oral history projects that center specifically on the lived experiences of rural people. By filling this gap, the project contributes to a more holistic understanding of rural communities, shedding light on their rich cultural heritage, community dynamics, and the impacts of societal changes. Making use of digital presentations and tools, oral history interviewers examine and analyze the rural narratives collected, focusing on what makes communities and neighborhoods in rural areas truly great, i.e., stories of their people.

Author Biographies

Melissa Comer, Tennessee Tech University

Melissa Comer, Ed.D., is a professor of literacy education at Tennessee Tech University, teaching graduate and undergraduate courses. A native of rural Tennessee and a first-generation college graduate, she previously worked as a middle school English language arts teacher in a small K-8 school. Dr. Comer is involved in professional activities, including presentations, keynote addresses, webinars, and publications. Her research focuses on literacy, education, and Appalachia, appearing in various journals and conference proceedings. She has received the Quality Enhancement Plan (QEP) Award for Excellence in Innovative Instruction and several grants, including the Rural Reimagined Faculty grant for documenting oral histories from rural communities. Currently, she serves as the editor-in-chief of the International Journal of Childhood Education.

Kristen Trent

Kristen Pennycuff Trent, Ph.D., is a third-generation educator and professor of literacy education at Tennessee Technological University.  After teaching at the elementary level for over six years in rural, Title I schools, she has spent the last twenty-four years working with undergraduate and graduate programs.  She is a past president and past district coordinator of the Literacy Association of Tennessee, and she served as the co-editor of The Tennessee Reading Teacher journal for three terms. As a grant writer, Pennycuff Trent has been awarded over $ 2.4 million for her work in literacy professional development for PreK-12 educators.  When not working with TTU or the Literacy Association of Tennessee, she can be found spending time with her family at their Christmas tree farm, cooking, or reading. 

References

Biana, H. (2023). The place of ‘Place’ in intersectionality: Developing a critical place theory. In W. Arrocha & E. Xeni (Eds.), Migrations and diasporas. (pp. 123-136). Emerald Insight.

Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine, feminist theory, and antiracist politics. University of Chicago Legal Forum, 1989(1), 139-167.

Currid-Halkett, E. (2023). The overlooked Americans: The resilience of our rural towns and what it means for our country. Basic Books.

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Published

2025-10-01

How to Cite

Comer, M., & Kristen Trent. (2025). Threads of Tradition: Connecting Rural Voices to Future Generations. Theory & Practice in Rural Education, 15(1), 245–249. https://doi.org/10.3776/tpre.2025.v15n1p245-249