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Abstract
Research that looks at the nuances of teaching English language arts in rural secondary classrooms is a growing field. Yet, there are limited studies focusing on rural secondary classrooms in the Southeastern United States, Georgia specifically. The primary goal of this project is to understand what it looks like to teach English in rural classrooms in Northeast Georgia and what influences pedagogy in these spaces. In an authoethnographic study, I gather data through observations, interviews and document collection from participants, while also incorporating my own experiences and understandings. Through a literary collage, I share how good rural pedagogy is deeply similar to good English education pedagogy as evidenced through culturally sustaining practices. Secondly, the findings show how, in some aspects, teachers in rural communities find it challenging to connect curriculum to culture and place. This demonstrates an area of concern in pre-service teacher programs, and reveals a need to consider a larger variety of contexts when placing teacher candidates.