Becoming a Teacher in a Rural or Remote Community: The Experiences of Educational Assistants

Danyluk, Patricia; Burns, Amy; Scott, David

doi:10.1007/978-981-15-2560-5_9

Cited by 3 publications

(2 citation statements)

References 16 publications

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“…Consistent with Australian (Reed, 2009) and Canadian research (Danyluk et al, 2020;Gereluk et al, 2020), homegrown teachers in this study play a variety of non-professional and para-professional roles, mediating between parents and school authorities to convey and negotiate the interests of both parties. For example, teachers would become sureties for school fees that helped avert student exclusion from school for failure to pay.…”

Section: Work-family Balancesupporting

confidence: 71%

Rural Teacher Shortages and Home-grown Solutions: A Ugandan Case Study

Arinaitwe¹,

Corbett²

2022

AIJRE

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This paper provides a case study of teacher retention in rural Uganda focussing on the importance of rural experience and cultural connections. We argue that this study illustrates how rural parents and teachers reciprocally influence each other, and that homegrown and culturally-similar rural teachers bridge parents with the school both linguistically and through engagement in common community and cultural practices. While this case study illustrates the uniqueness of a particularly understudied African context, we suggest that the phenomenon of attracting homegrown and culturally-similar teachers is a complex and socio-culturally specific practice that, if intentionally supported, holds potential benefits for hard-to-staff schools. This work suggests the value of international case studies of teacher retention in diverse contexts.

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Section: Work-family Balancesupporting

confidence: 71%

Rural Teacher Shortages and Home-grown Solutions: A Ugandan Case Study

Arinaitwe¹,

Corbett²

2022

AIJRE

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“…Most of these communities live in isolated and difficult to reach areas [1,2]. So that their livelihoods depend on local natural resources with simple technology [3], a subsistence economy and limited access to basic social services such as educational infrastructure, places of worship, health services, economic and housing that cannot be properly equipped [4,5,6,7,8].…”

Section: Introductionmentioning

confidence: 99%

Lesson learned and enhanced adaptation strategies for isolated indigenous community in West Papua

Indouw

Maturbongs

Prabawardani

2022

IOP Conf. Ser.: Earth Environ. Sci.

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Isolated indigenous communities are groups of people who live their lives very apprehensively. Most of the people live in places that are difficult to reach geographically, such as inland, beaches, forests, hills and remote islands (outer, inland, and left behind). Remoteness is the biggest contributing factor to their inability to be part of the development process and coupled with climate-related disasters. Descriptive methods with in-depth interviews and Focus Group Discussion (FGD) are used to explore local knowledge in efforts to adapt to climate change and the introduction of adaptation strategies, especially related to enhance local knowledge (SASI).

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Exploring the interpersonal, classroom relationships of mainstream teachers and special needs assistants in Irish primary schools

RyanSheehan

2023

Irish Educational Studies

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Becoming a Teacher in a Rural or Remote Community: The Experiences of Educational Assistants

Cited by 3 publications

References 16 publications

Rural Teacher Shortages and Home-grown Solutions: A Ugandan Case Study

Rural Teacher Shortages and Home-grown Solutions: A Ugandan Case Study

Lesson learned and enhanced adaptation strategies for isolated indigenous community in West Papua

Exploring the interpersonal, classroom relationships of mainstream teachers and special needs assistants in Irish primary schools

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