This article explores how indigenous Appalachian students create meaning systems related to poverty, and how they move towards liberating themselves from hegemonic discourses of the transglobal political economy through engaged ethnography. In so doing, I accomplish two goals. First, I outline a pedagogical process for including indigenous Appalachian students in engaged ethnography and how that process can be layered to accomplish multiple aims. Secondly, to understand how indigenous Appalachian students construct meaning systems related to poverty, I examine here the ways that they describe their encounters with two key mechanisms for coding poverty: people and place. Through the practice of anthropology frameworks and methods, this article outlines an applied anthropology approach that recognizes the radiating impacts of engaged ethnography.

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