- Title Pages
- Dedication
- Acknowledgments
- Introduction
- I Invitations to Welty’s “Mountain of Meaning”
- Some Notes on Teaching Welty
- Introductions to Welty
- Teaching the Art of Welty’s Letters
- How She Wrote and How We Read
- Teaching Welty’s Narrative Strategies in <i>Delta Wedding</i>
- II New Perspectives on Welty and the US South
- Teaching Welty’s <i>A Curtain of Green</i> in an American Studies Freshman Seminar
- Matters of Life and Death
- Indigenizing Welty
- Taking <i>The Wide Net</i> to the Waters of <i>La Frontera</i> along Eudora Welty’s Natchez Trace
- III “Lifting the Veil”: Teaching Welty and African American Identity
- Teaching “A Curtain” in the Thick of Things
- The Matter of Black Lives in American Literature
- “Powerhouse” and the Challenge of African American Representation
- “We Must Have Your History, You Know”
- IV “Learning to See”: Bodies in Welty’s Texts
- Picturing Difference and Disability in Our Classrooms
- Queering Welty’s Male Bodies in the Undergraduate Classroom
- Loch of the Rape
- Welty’s Place in the Undergraduate Theory Classroom
- V Worldly Welty: International and Transcultural Contexts
- Teaching Welty and/in Modernism
- Post Southern and International
- Umbrellas and Bottles
- Transcontinental Welty
- VI Teaching Welty in Our Writing Classrooms
- Finding the Freshman Voice
- “He Going to Last”
- How I Teach “Livvie” in Welty’s Home County
- “Something Beautiful, Something Frightening”
- “A Worn Path” in the Creative Writing Classroom
- VII Casting Wider Nets: New Interdisciplinary Contexts for Teaching Welty
- Teaching Welty in Dialogue with Other Artists in a Social Justice Course
- Using “A Worn Path” to Explore Contemporary Health Disparities in a Service-Learning Course
- Folk and Fairy Tales, Opera, and YouTube
- Teaching Welty to Future Teachers
- Finding Hope
- Resources for Teachers and Students
- About the Contributors
- Index
Using “A Worn Path” to Explore Contemporary Health Disparities in a Service-Learning Course
Using “A Worn Path” to Explore Contemporary Health Disparities in a Service-Learning Course
- Chapter:
- (p.202) Using “A Worn Path” to Explore Contemporary Health Disparities in a Service-Learning Course
- Source:
- Teaching the Works of Eudora Welty
- Author(s):
Casey Kayser
- Publisher:
- University Press of Mississippi
This chapter focuses on teaching Eudora Welty’s “A Worn Path” in a service-learning Medical Humanities course for premedical students, in which we consider Phoenix Jackson's race, class, gender, age, and rural home, and how the physical, environmental, and human obstacles she faces on her journey to the physician's office are symbolic of the challenges her positionality poses for access to healthcare. In the course, students shadow physicians and complete service work at community agencies such as a hospice home, the veteran’s hospital, and through mobile outreaches where they deliver food and supplies in rural areas. Making connections between their work in the community and our analysis of Phoenix’s journey leads students to more clearly understand contemporary disparities in health treatment and access that may be a result of racial, geographical, environmental, and socioeconomic factors.
Keywords: Service-Learning, Premedical, Medical Humanities, Health disparities, “A Worn Path”
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- Title Pages
- Dedication
- Acknowledgments
- Introduction
- I Invitations to Welty’s “Mountain of Meaning”
- Some Notes on Teaching Welty
- Introductions to Welty
- Teaching the Art of Welty’s Letters
- How She Wrote and How We Read
- Teaching Welty’s Narrative Strategies in <i>Delta Wedding</i>
- II New Perspectives on Welty and the US South
- Teaching Welty’s <i>A Curtain of Green</i> in an American Studies Freshman Seminar
- Matters of Life and Death
- Indigenizing Welty
- Taking <i>The Wide Net</i> to the Waters of <i>La Frontera</i> along Eudora Welty’s Natchez Trace
- III “Lifting the Veil”: Teaching Welty and African American Identity
- Teaching “A Curtain” in the Thick of Things
- The Matter of Black Lives in American Literature
- “Powerhouse” and the Challenge of African American Representation
- “We Must Have Your History, You Know”
- IV “Learning to See”: Bodies in Welty’s Texts
- Picturing Difference and Disability in Our Classrooms
- Queering Welty’s Male Bodies in the Undergraduate Classroom
- Loch of the Rape
- Welty’s Place in the Undergraduate Theory Classroom
- V Worldly Welty: International and Transcultural Contexts
- Teaching Welty and/in Modernism
- Post Southern and International
- Umbrellas and Bottles
- Transcontinental Welty
- VI Teaching Welty in Our Writing Classrooms
- Finding the Freshman Voice
- “He Going to Last”
- How I Teach “Livvie” in Welty’s Home County
- “Something Beautiful, Something Frightening”
- “A Worn Path” in the Creative Writing Classroom
- VII Casting Wider Nets: New Interdisciplinary Contexts for Teaching Welty
- Teaching Welty in Dialogue with Other Artists in a Social Justice Course
- Using “A Worn Path” to Explore Contemporary Health Disparities in a Service-Learning Course
- Folk and Fairy Tales, Opera, and YouTube
- Teaching Welty to Future Teachers
- Finding Hope
- Resources for Teachers and Students
- About the Contributors
- Index