369 Nursery Rhymes ReStorying in Interwar America – Nursery Rhymes in Safety Education 8:45 AM – 9:15 AM EDT Sky East<\/strong><\/p>\nGina Zimbardi<\/p>\n
In the early 20th century, America saw unprecedented economic, population, and diplomatic growth. This era introduced groundbreaking advancements like the light bulb, flight, and automobiles, driving the golden age of industrialization. Post-World War I, these innovations became accessible to the middle class, prompting safety regulations. The Progressive Era ushered in educational and social reforms, using nursery rhymes to educate on safety amid technological luxuries. Government bodies and safety committees employed nursery rhymes to teach health practices, aiming to protect children and standardize safety nationwide. This presentation examines how nursery rhymes conveyed safety during this transformative period in American history.<\/p>\n
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219 02-02 Roots of Knowing: At the Intersection of Folklore Studies and Library Science 10:30 AM – 12:00 PM EDT Atlanta Ballroom\/AB<\/strong><\/p>\nVirginia Siegel, Sara Barclay, Ellen Urton, Sarah Milligan, Ceylon Woods<\/p>\n
The disciplines of folklore studies and library and information science have long held a shared concern for the ways that individuals learn, assess, and share information. As is common in academia, though, these scholarly conversations are often held in parallel rather than common spaces. This panel brings together five individuals (four panelists and one discussant) working in libraries, each having taken different pathways to the field of folklore. While each panelist discusses different projects at the intersection of folklore and librarianship, the underlying thread asks what folklorists might learn from librarianship, and, crucially, what folklore might contribute to library science.<\/p>\n
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464 02-04 Sustaining Tradition, Building Careers: Public Folklore, Applied (Ethno)musicology, and University Partnerships in the 21st Century 10:30 AM – 12:00 PM EDT Sky East<\/strong><\/p>\nSponsored by the Independent Folklorists Section.<\/em><\/p>\nCarrie Danielson, Elizabeth Uchimura, Gwendolyn Saporito-Emler, Julian Duncan, Zachary Moreau<\/p>\n
This forum explores how university-community partnerships connect students to careers in applied ethnomusicology and public folklore. Panelists, including music faculty, library staff, and graduate students, will share best practices for integrating community engagement into academic programs. Case studies like the Tallahassee Regional Music Collection (TRMC) and folk festival collaborations highlight how these partnerships foster cultural sustainability, community empowerment, and professional development. Emphasizing that culture work is care work, these collaborations preserve traditions, build community resilience, and provide students with hands-on experience in documentation, curation, and festival management, creating meaningful career pathways in ethnomusicology and public folklore.<\/p>\n
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520 02-08 Lessons in Crafting Community 10:30 AM – 12:00 PM EDT Peachtree<\/strong><\/p>\nDiana Baird N’Diaye, Dawn Murphy, Darcy Holdorf, Minuette Floyd, Camila Bryce-Laporte<\/p>\n
This forum presents stories, perspectives and gleanings from participants in a week-long planning and craft education event at the in Brasstown, North Carolina–an outgrowth of a three year participatory research partnership between the African American Craft Alliance and the John C. Campbell Folk School. Discussants will consider the narratives emerging from the event with reference to the following theory of change: Community cohesion and collective agency can be reinforced and enhanced across differences through the utilization of folk methodologies ie. Collective participation in folk and craft activities, informal and formal exchanges of dialogue, craft knowledge and skills in the context of folk schools and joint participation in other craft events.<\/p>\n
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Folklore and Education Section Business Meeting 12:15 PM – 1:15 PM EDT Roswell<\/strong><\/p>\nSponsored by Folklore and Education Section<\/em><\/p>\nThe Folklore and Education Section meets to discuss section business, award section prizes, plan for the coming year, and discuss issues of interest to our section membership. Anyone interested in folklore and education is invited and welcome to attend. (Note – only section members can vote, but all can participate in discussions.)<\/p>\n
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03-07 Folklore, Pedagogy, and Cultural Bridges 1:30 PM – 3:00 PM EDT Rear Salon<\/strong><\/p>\nChristine Zinni, Kathryn Kimiecik Foley, Veronica Ponce de Leon Plascencia<\/p>\n
483 The Fight of the Tonawanda Seneca Nation for their Way of Life: Cross Cultural Communication and Relevant Conversations 1:30 PM – 2:00 PM EDT Rear Salon<\/strong><\/p>\nChristine Zinni<\/p>\n
This Session focuses on teaching strategies in my Environmental Knowledge and Women’s lives classes that have engaged SUNY Brockport students in Cross-cultural Communication with citizens of the Tonawanda Seneca Nation who currently face an existential threat to their existence and lifeways with the creation of mega industrial data center adjacent to their homelands in western New York State. It is proposed in conjunction with a screening of the ten-minute film co-produced by the Tonawanda Seneca “Unheard Voices: The Fight of the Tonawanda Seneca’s for Their Way of Life” scheduled at a separate time during the conference.<\/p>\n
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516 Puppets and Folk-Art Education Help Newcomer Students To Belong To A New Place\u00a0 2:15 PM – 3:00 PM EDT Rear Salon<\/strong><\/p>\nSponsored by Folklore and Education Section<\/em><\/p>\nVeronica Ponce de Leon Plascencia<\/p>\n
The puppet as the main protagonist in the learning of the English language for students K-12 new welcomes to this country creating from scratch a character of a Mayan legend, will initially read the legend in his own language. Then they are given the script of the play in English they will go to the music section, they will know instruments they will play them, and they will be created a puppet with papier m\u00e2ch\u00e9, it is a puppet show for children, they all will read in English, they will act their character, with emotions and set up their stage, play the music and move their puppet.<\/p>\n
\u00a0<\/strong><\/p>\n03-09 Diving Deep into Culture Learning: Folklife Education in K-12 Music Classrooms 1:30 PM – 3:30 PM EDT Roswell<\/strong><\/p>\nLinda Deafenbaugh, Lindsay Dodoras, Avalon Nemec, Lisa Stein<\/p>\n
Sponsored by Folklore and Education Section<\/em><\/p>\n147 What a Meaningful Way to Study Culture: Folklife Education in Music Class 1:30 PM – 2:00 PM EDT Roswell<\/strong><\/p>\nLinda Deafenbaugh<\/p>\n
Folklife education provides an educational approach that enables educators to deepen student learning about culture. Music educators have long been invested in including the richness of the world\u2019s music into their classrooms, but far too often the ways this has been done end up falling short by being cursory or superficial. What is the folklife education approach? Why include it in music classrooms? What can K-12 students gain from a music program that includes folklife education? I examine some of the many ways folklife education can help educators center culture in meaningful ways in the music classroom.<\/p>\n
235 Welcoming the Authentic Voice: Fostering Folk Art Education in the General Music Classroom 2:00 PM – 2:30 PM EDT Roswell<\/strong><\/p>\nLindsay Dodoras<\/p>\n
Music educators can serve as the guide to a students\u2019 self discovery and foster their connection to the culture of others, in their own community and across the globe, through the opportunities cultivated in the classroom. I will explore how to craft enriching musical experiences that engage students in the culture beneath the music and present strategies on how to facilitate mindful discussions that lead to a depth of knowledge and self reflection. I discuss developing folklife curriculum that can span the course of a students\u2019 education: how it can be approached, revisited and scaffolded upon for a deeper understanding over time.<\/p>\n
395 Facilitating Cultural Connections between Artists and Students 2:30 PM – 3:00 PM EDT Roswell<\/strong><\/p>\nAvalon Nemec<\/p>\n
Educators are invested in bringing new experiences to students; music educators might aim to do this by incorporating music from various cultures into their classrooms. However, it is sometimes more culturally sensitive to offer the classroom as a platform for artists\/cultural experts to share their firsthand knowledge and musical experiences. What does it mean to facilitate a welcoming classroom environment where students without a particular cultural experience can engage respectfully with an artist who might not have traditional classroom experience? I offer anecdotal experiences about working with artists in a public K-8 setting, and practical advice for music educators who wish to enhance student learning by inviting community artists to teach.<\/p>\n
226 Concert Themes: An Invitation for Cross-Cultural Comparison 3:00 PM – 3:30 PM EDT Roswell<\/strong><\/p>\nLisa Stein<\/p>\n
When music educators choose a theme for a school concert with repertoire from diverse musical traditions, they are naturally creating an invitation for students to engage in cross-cultural comparison. However, the deeper layers of cultural engagement often remain untouched. Folklife education provides a framework for students to examine their own cultures in order to more meaningfully engage with music from other cultures. In this paper, I explore strategies for choosing a concert theme, selecting diverse repertoire, and delving deeper into each cultural world to create a more nuanced understanding of the traditions and worldviews that shape music across diverse cultures.<\/p>\n
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MONDAY, OCTOBER 20, 2025<\/strong><\/h3>\n04-09 Rethinking Folklore and Pedagogy 8:30 AM – 10:00 AM EDT Roswell<\/strong><\/p>\nMaria Kennedy, Azadeh Najafian, — Frog<\/p>\n
257 Using Folklore as a Tool for Teaching Farsi as a Second Language: A Case Study 8:30 AM – 9:00 AM EDT Roswell<\/strong><\/p>\nAzadeh Najafian<\/p>\n
Teaching languages is one of the most complicated subjects. However, when teaching a less commonly used language as a second language is the case, the situation gets more complicated. Farsi\/Persian is a relatively new language for American students. Farsi is an old language with a derivative structure and many syntactic and lexical exceptions. Additionally, the word pronunciation makes it even more challenging to learn or even connect with. My paper will focus on the use of different genres \u200cof folklore in Farsi language classes to facilitate students\u2019 mastery of language skills. With specific applied examples, I will illustrate how these genres can be used in an interactive classroom setting.<\/p>\n
266 \u2018Pedagogy of Resistance\u2019: Explorations of a Phenomenon 9:00 AM – 9:30 AM EDT Roswell<\/strong><\/p>\n— Frog<\/p>\n
The term \u2018pedagogy of resistance\u2019 was used by David M. Carr (2005) to describe the adaptation of writing technologies from a dominant culture to serve ancient Hebrew religion and collective identity. The present paper abstracts \u2018pedagogy of resistance\u2019 as the phenomenon of adapting technologies, paradigms, and infrastructures of a dominant culture with pedagogical aims of impacting the understanding and evaluation of a particular tradition, group, culture, or group of cultures. Cases considered include the Hebrew Bible, vernacular mythology in medieval Iceland, 17th-century Iceland, and Elias L\u00f6nnrot\u2019s Kalevala<\/em> (1849), briefly also considering heritage-construction projects today.<\/p>\n362 Podcast Pedagogy: Media and Oral Storytelling in the Classroom 9:30 AM – 10:00 AM EDT Roswell<\/strong><\/p>\nMaria Kennedy<\/p>\n
I propose \u201cPodcast Pedagogy\u201d as a unique opportunity to explore the theoretical riches of oral storytelling, oral history, sound recording and archiving, and media literacy in an undergraduate university classroom. While podcasts are increasingly used in the classroom as media content, and sometimes used as alternative assignments for traditional papers, creating a full pedagogy that introduces students to theories of oral culture and sound, and that creates structured opportunities to break down the writing, production, and performance process are rare. This paper explores how the creation of sound-based research, writing, and storytelling can be integrated into classroom settings, through the development of a podcast course at Rutgers University.<\/p>\n
\u00a0<\/strong><\/p>\n05-05 Rethinking Family and Folklore 10:30 AM – 12:00 PM EDT Sky Salon<\/strong><\/p>\n606 Uprooted, ReGrounded and Growing 11:15 AM – 11:30 PM EDT Sky Salon<\/strong><\/p>\nDr. Octavia Fugerson Brewington<\/p>\n
The story of disconnected youth in America; such as those with experience with foster care, homelessness, adjudication, or migration is often seen in a deficit- too often associated with poor outcomes such as: housing instability, lack of social capital, and limited access to resources. The author (2018) exerts an anti-deficit perspective and explores their strengths, competencies, values, resources, and supports of the vulnerable population. Uprooted, ReGrounded and Growing was presented in the conflict resolution setting as peace education(2023). It was intended to de-escalate threats to vulnerable families with complex situations by equipping permanency mediators with knowledge of talent identification and development.<\/p>\n
\u00a0<\/strong><\/p>\n05-08 Folklore in Education Today: Methods and Tools in Action 10:30 AM – 12:00 PM EDT\u00a0 Peachtree<\/strong><\/p>\nPaddy Bowman, Kennedi Johnson, Mira Johnson, Taylor Dooley Burden, Claire Denny<\/p>\n
Sponsored by Folklore and Education Section<\/em><\/p>\nWe know stories have the power to shape our collective understanding of place, time, and belonging. How do we harness that power to help learners and educators alike recognize the value of their own communities’ stories? In this session, a new generation of folklore in education practitioners share their distinctive ways of working with educators, artists, and students. Presenters\u2019 projects illuminate the value of a folkloristic, ethnographic approach to education, from sense of place to assumptions about students, material culture to celebrations. Expect hands-on engagement and new ideas to try in your learning environments..<\/p>\n
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228 07-12 Teaching in Thorny Times 4:00 PM – 5:30 PM EDT Sky Board Room<\/strong><\/p>\nThomas McKean, Mary Sellers<\/p>\n
Sponsored by Folklore and Education Section<\/em><\/p>\nOur world seems to be increasingly precarious. From Covid-19 to political and social turmoil, students and educators alike having been feeling stress, anxiety, and despair for years. How can we help our students? How can we help ourselves as teachers? This workshop will focus on how educators (K-12 and higher education) can use folklore (storytelling, community, crafts, games, and more) to adapt assignments for students who are affected during this time of change and fear. It will be a space to voice concerns, ask questions, and develop practical activities and assignments that will work in the classroom.<\/p>\n
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TUESDAY, OCTOBER 21, 2025<\/strong><\/h3>\n08-03 From One Body to Another: The Transmission of Physical and Cultural Knowledge and the Stories We Share \u00a08:30 AM – 10:00 AM EDT Sky West\u00a0<\/strong><\/p>\nDaniela Nyberg, Amy Mills, Katherine Borland, Daniela Ivanova-Nyberg<\/p>\n
504 Just Tell Me How To Do It Right: Adventures in Social Dance Teaching for Beginners 8:30 AM – 9:00 AM EDT Sky West\u00a0<\/strong><\/p>\nAmy Mills<\/p>\n
Raised in a family of avid social dancers, public folklorist Amy Mills learned as much from others on the dance floor as in formal dance classes. Her mother\u2019s offhand remark – \u201cget your generation dancing\u201d – became a life goal. She soon realized how different that process would be from her own experience. How do you teach beginners in a culture that doesn\u2019t dance? Drawing on insights from social dance teachers and her own experiences teaching cowboys, college students, folk dancers and physicists, she explores the core assumptions and adaptive strategies that help newcomers get moving in community with joy and confidence.<\/p>\n
495 The Stories Behind Bulgarian Dance Teaching and Learning in U.S. Bulgarian Diasporic Communities: What Do They Reveal? \u00a09:30 AM – 10:00 AM Sky West<\/strong><\/p>\nDaniela Ivanova-Nyberg<\/p>\n
Since the early 21st century, Bulgarian cultural centers and schools in the United States have played a pivotal role in transmitting Bulgarian dance traditions. Initially centered on social dance, instruction gradually evolved into performance-oriented training, shaping new artistic expressions within the diaspora. This study examines the transformation of Bulgarian dance pedagogy through the perspectives of teachers, dancers, and audiences. It explores the shift from social to staged performance, the cultural influences shaping these presentations, and the symbolic meanings embedded in dancing in traditional costumes. These narratives reveal deeper insights into cultural continuity, adaptation, and identity within Bulgarian diasporic communities.<\/p>\n
\u00a0<\/strong><\/p>\n08-08 Remaking Community through Storying and Restorying 8:30 AM – 10:00 AM EDT Peachtree<\/strong><\/p>\n514 Local Stories Matter: Collaborative Storytelling\u00a0 9:38 AM – 10:00 AM EDT Peachtree<\/strong><\/p>\nAlli Crandell<\/p>\n
Over the past decade, The Athenaeum Press at Coastal Carolina University has collaborated with community and student partners to create stories, from museum exhibits to publications. Our topics range from homelessness to Gullah Geechee spirituals, always centering the originating communities in the exploration of narratives. Students gain practical experience and insights into topics and production methods; community members gain storytelling vehicles and, often, long-term partnerships. This paper will provide two project case studies and the pedagogical model(s) of a publishing lab that allow for project-based storytelling involving and surrounding regional subcultures. Local stories matter, how do we tell it?<\/p>\n
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11-05 Putting Music to Uses New and Old \u00a03:15 PM – 4:45 PM EDT Sky Salon<\/strong><\/p>\nJoe Kinzer, Marion Jacobson, Emily Allen<\/strong><\/p>\n336 Fast, Cheap and Out of B-Roll: Filling in Musicians\u2019 Missing Stories with \u2018Artist Profile\u2019 Videos\u00a0 3:45 PM – 4:15 PM EDT Sky Salon\u00a0<\/strong><\/p>\nSponsored by Folklore and Education Section<\/em><\/p>\nMarion Jacobson<\/p>\n
The World Music in the Schools (WMIS) Residency brings traditional artists to New Jersey K-12 band, chorus and general music classrooms to support the students in connecting with their own cultural heritage and that of surrounding communities through musical exploration. We designed the Artist Self Introduction video project to identify and fill in the artists’ missing “stories” to present to students and teachers ahead of the classroom visits. I I will describe some unexpected challenges and share insights into how to improve the process, engage students and support the artists in their self-documentation journey.<\/p>\n
344 Collaborative Podcasting as Public Musicology 4:15 PM – 4:15 PM EDT Sky Salon<\/strong><\/p>\nEmily Allen<\/p>\n
This paper explores collaborative podcasting as an effective tool for public musicology, enabling musicologists to engage wider audiences. By examining case studies from the author’s work on the New Books Network<\/em> (NBN) and Take on the South<\/em> (TOTS), the paper highlights how podcasting fosters collaboration in both scholarly and classroom settings. It discusses the potential of podcasting for ethnographic fieldwork, training musicologists in podcast production, and expanding public outreach. The paper also addresses the challenges of collaboration, such as logistical issues and audience engagement, while emphasizing the role of podcasting in enhancing the accessibility and impact of musicological scholarship.<\/p>\n\u00a0<\/strong><\/p>\n11-10 Orality, Aurality, Performance, and Folklore in Medieval and Early Modern Texts \u00a03:15 PM – 4:45 PM EDT Lenox<\/strong><\/p>\nCharlotte Artese, Heather Hoyt, Lindsay Mapes, Judith Lanzendorfer<\/p>\n
Verbal folklore is at the heart of three of the best-known texts of the Middle Ages and the Renaissance. Beowulf, The Canterbury Tales and Hamlet recall traditional modes of narrative, incantation, and the acoustic aspects of verse performance. This panel considers the oral and aural experience of both Beowulf and Bea Wolf, a recent adaptation for children; the courtly and popular storytelling audiences of The Canterbury Tales; and how Ophelia\u2019s distribution of flowers echoes the repetitions found in an Old English herbal charm. By invoking folk practices, these literary works reflect their oral and traditional origins.<\/p>\n
271 The Saga of Bea Wolf: A Retelling of Beowulf for Children 3:15 PM – 3:45 PM EDT Lenox\u00a0<\/strong><\/p>\nHeather Hoyt<\/p>\n
Bea Wolf<\/em>, is a graphic retelling of the Old English poem, Beowulf<\/em>, from the perspective of children. This presentation discusses Bea Wolf\u2019s<\/em> imitation of the language, characterization, and action of Beowulf<\/em>, while using humor to appeal to children. Although the book is illustrated, it\u2019s better read aloud. The author, Zach Weinersmith stays true to the rhythm and syntax of Beowulf<\/em>. Some critics assert children will have difficulty understanding the text. However, this presentation argues that hearing Bea Wolf<\/em> read aloud can make it accessible. Maximizing understanding of both Bea Wolf<\/em> and Beowulf<\/em> hinges on oral and aural experience of them.<\/p>\n <\/p>\n
214 State of the Field – Folklore in Higher Education. AFS Fellows Utley Lecture Plenary Session 5:00 PM – 6:30 PM Georgia Ballroom<\/strong><\/p>\nRobert Baron, David Puglia, Rachel Gonzalez-Martin, Lisa Gilman, Cory Thorne Gutierrez, Jeana Jorgensen<\/p>\n
Folklore Studies lives in a wide variety of higher education settings. While there are now fewer graduate programs, folklorists teach in other departments one way or another. They teach folklore courses or infuse it within other classes, as full time or contingent faculty. The programs remaining address sustainability challenges and incorporate the academic profession and public practice. Universities that discontinued programs have faculty teaching folklore in other ways. Folklorists occupying diverse positions will discuss how they maintain and expand folklore\u2019s foothold while addressing challenges distinctive to folklore and shared broadly in academe. Exploring advances and challenges will open vistas for understanding the landscape of folklore studies in colleges and universities.<\/p>\n
330 Folklore in the Community College: Teaching, Research, and Institutional Sustainability 5:00 PM Georgia Ballroom<\/strong><\/p>\nDavid Puglia<\/p>\n
Community colleges provide an ideal yet often overlooked setting for folklorists to teach, research, and engage with diverse student populations. Emphasizing accessibility and local engagement, two-year institutions align with folklore\u2019s democratic ethos while presenting challenges in curricular sustainability, disciplinary visibility, and institutional support. This presentation explores strategies for infusing folklore into non-folklore courses, leveraging community connections for research, and navigating folkloristic careers within a teaching-centered environment. Drawing from my ten-year experience at a community college, I argue that folklorists can thrive in these institutions while strengthening folklore\u2019s presence in higher education through innovative pedagogy, interdisciplinary collaboration, and public-facing scholarship.<\/p>\n
373 Rethinking How We Think: Mentoring through Variants 5:17 PM Georgia Ballroom<\/strong><\/p>\nRachel Gonzalez-Martin<\/p>\n
This paper offers commentary on the state of the field from the perspective of mentoring strategies working with and supporting a growing population of neurodivergent students. Student self-identification and official diagnoses of non-neurotypical learning traits require that educators rescript our mentoring practices while also transfiguring our own priorities as intellectual gatekeepers in higher education. Focusing on the context of a large public university in the south, where the field of folklore does not hold programmatic or departmental status, this contribution will consider: How can a focus on variants help us better serve the collective body of contemporary student populations?<\/p>\n
216 Folklore Studies as a Model: Pedagogy, Research, and Professionalization through On- and Off-Campus Collaborations 5:34 PM Georgia Ballroom<\/strong><\/p>\nLisa Gilman<\/p>\n
The scholarly basis of folklore studies combined with its application across different spheres (academic, public sector folklore, community-based work, social services, and policy-making) offer a model in United States higher education, especially the humanities. A strength of our field are the strong networks among ourselves, which bolster our ability to develop innovative and effective collaborations. Though strained from the lack of graduate funding, George Mason University\u2019s folklore program takes advantage of its geographic location near Washington DC to create opportunities for partnerships within and outside the university that benefit students in the program as well as bolster the institution\u2019s mission.<\/p>\n
388 Stealth Folklore: Their Objectives, Our Content 6:08 PM Georgia Ballroom<\/strong><\/p>\nJeana Jorgensen<\/p>\n
Many folklorists find themselves affiliated with non-folklore programs, but problems of disciplinary identity and continuation intensify when a folklorist is also a contingent lecturer or adjunct. Thus it is important for contingent folklorists in academia to be prepared to introduce folklore into the classroom in dynamic ways that reveal how vital it is to the learning goals of a variety of course types and disciplines. In core curriculum courses in particular, folklore materials can shine as we introduce folklore content, theories, and methods in novel ways that can integrate seamlessly with course objectives created without folklore in mind.<\/p>\n
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FRIDAY, NOVEMBER 14, 2025\u00a0VIRTUAL MEETING<\/strong><\/h3>\n63 Meet the Editors: Demystifying the Journal Publishing Process 11:30 AM – 1:00 PM EST Virtual Session Room 2<\/strong><\/p>\nDanille Christensen, Sheila Bock, Paddy Bowman, Lisa Rathje, Timothy Thurston, Solimar Otero, Robert Guyker, Jr., Norma E. Cant\u00fa, Copp\u00e9lie Cocq, Tim Frandy, Lisa Gabbert, Shelley Ingram, Lorraine Walsh Cashman.<\/p>\n
The editors of the Journal of American Folklore, Journal of Folklore Research, Western Folklore, Narrative Culture, Cultural Analysis<\/em>, Contemporary Legend, <\/em>and the Journal of Folklore and Education<\/em> are hosting this session to demystify the process of publishing in an academic journal. We will discuss the foci and missions of each journal, when to consider submitting, how to prepare a manuscript for submission, what happens after you submit, and what happens after acceptance. We invite students, junior scholars\/professionals, and anyone who would benefit from learning about the process. We especially encourage colleagues of color and\/or those working in DEI areas of study to join in the discussion.<\/p>\n <\/p>\n","protected":false},"excerpt":{"rendered":"
FOLKLORE AND EDUCATION SECTION GUIDE TO AFS\u00a02025 American Folklore Society conference sessions of particular interest to educators and our section membership The 137th annual meeting of the American Folklore Society is October 18\u201321, 2025, at Crowne Plaza Midtown in Atlanta. The virtual part of the meeting will be held on the conference platform November […]<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[7,90,112],"tags":[],"class_subject":[],"ll_theme":[],"reading_topic":[],"class_list":["post-276735","post","type-post","status-publish","format-standard","hentry","category-learning-locally","category-professional-development-news","category-teaching-with-primary-sources"],"acf":[],"yoast_head":"\n
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