Returning to rural origins after higher education: gendered social space

Haley, Aimee

doi:10.1080/13639080.2018.1479839

Cited by 12 publications

(22 citation statements)

References 35 publications

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“…Our results indicate that highly educated parents in metropolitan areas are more inclined to move not only to rural areas compared to parents with a lower education level, but also to medium-sized or smaller towns. This is in line with Haley’s (2018) finding that having a child increased the likelihood of returning to rural areas in Sweden after completing higher education. Although recent Swedish studies have found that the tertiary educated are the least likely to live in rural areas (Bjerke and Mellander, 2017), the tendency for mobility in general among the highly educated makes this group frequent among counterurban movers as well.…”

Section: Discussionsupporting

confidence: 90%

Which families move out from metropolitan areas? Counterurban migration and professions in Sweden

Sandow

Lundholm

2019

European Urban and Regional Studies

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This paper seeks to contribute to the ongoing revitalisation of the counterurbanisation research within population geography by nuancing counterurban migration beyond the rural–urban dichotomy, including all moves downwards in the urban hierarchy. The focus is to explore counterurban migration patterns among families with children leaving Swedish metropolitan areas, and whether some groups of skilled professions are more likely to make a counterurban move than others. Using register data on all families moving out from metropolitan areas in Sweden during the period 2003–2013, we found a small but steady outflow of families, mainly to medium-sized or small towns. The highly educated are overrepresented among these families, thus providing potential for an inflow of competence to the receiving areas. Contrary to expected, the assumed flexibility in time and space among knowledge sector professionals does not seem to enable them more than others to pursue counterurban moves. Instead, public sector professionals characterise families making a counterurban move to all destination regions, while men with a profession within arts and crafts to a higher extent move with their family to more rural areas.

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Section: Discussionsupporting

confidence: 90%

Which families move out from metropolitan areas? Counterurban migration and professions in Sweden

Sandow

Lundholm

2019

European Urban and Regional Studies

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“…Furthermore, earlier research shows that metropolitan students who attend higher education in small urban areas do not stay in these areas after ending their studies but instead return to the metropolitan areas from which they originated (Haley, 2018;HSV, 2011). Consequently, this hinders university colleges that are located in small urban areas in contributing to regional development and innovation, an expectation of the Swedish government (SOU, 2000, p. 87).…”

Section: Discussionmentioning

confidence: 99%

The reproduction of geographically advantaged student groups - trends in metropolitan student enrolment at Swedish university colleges

Haley

2020

Nordic Journal of Studies in Educational Policy

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This study examines how Swedish students originating from metropolitan areas have used university colleges to access higher education. In the 1970s, as part of a series of reforms to the Swedish higher education system, university colleges were established. One reason being to make higher education more accessible to students outside the metropolitan areas. However, students from metropolitan areas have increasingly enrolled in these institutions over time. Multinomial logistic regression was used to examine the pre-entry attributes of metropolitan students from four enrolment cohorts (1995, 1998, 2001, and 2004) and patterns in their enrolment at university colleges. The results indicate that over time metropolitan students from less advantaged backgrounds have increasingly attended university colleges, particularly those whose qualifications excluded them from entering the more prestigious universities.

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“…Further, rural communities can leverage place-based and land-based educational approaches as opportunities to build among young people an appreciation for rural livelihoods and commitment to solving the critical problems found within these communities (Shamah & MacTavish, 2009). Consequently, learners with an appreciation for and commitment to their community are more likely to remain within their community (Corbett, 2009). The retention of young people within rural communities is especially salient within AFNR and AFNR Education contexts.…”

Section: Improved Communitiesmentioning

confidence: 99%

Community as Context and Content: A Land-Based Learning for Primer for Agriculture, Food, and Natural Resources Education

McKim¹,

Raven²,

Palmer³

et al. 2019

JAE

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Mitigating socio-ecological problems like pollution, climate change, and environmental degradation is increasingly essential to sustaining life on Earth. The urgency required to address these challenges throughout Agriculture, Food, and Natural Resources (AFNR) Education while simultaneously enhancing the quality of educational experiences offered at the local level requires members of the AFNR Education community continuously identify, critique, implement, and evaluate potentially transformative pedagogical methods. This white paper serves as a primer for a new pedagogical approach to be considered throughout all levels of AFNR Education, landbased learning-defined as a pedagogical approach in which students collaborate with community members to implement place-based interventions within AFNR to increase the sustainability of their community. As an introduction to land-based learning, this review (a) explores the foundations of land-based learning by introducing place-based and land-based education, (b) outlines a four-step approach (i.e., identification, understanding, intervention, and evaluation) to implementing land-based learning within AFNR Education, and (c) illuminates empiricallyidentified outcomes of land-based learning. As land-based learning is explored, its potential to pragmatically equip communities to empower future generations of learners with the knowledge, skills, and commitment to solve socio-ecological problems is highlighted.

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Returning to rural origins after higher education: gendered social space

Cited by 12 publications

References 35 publications

Which families move out from metropolitan areas? Counterurban migration and professions in Sweden

Which families move out from metropolitan areas? Counterurban migration and professions in Sweden

The reproduction of geographically advantaged student groups - trends in metropolitan student enrolment at Swedish university colleges

Community as Context and Content: A Land-Based Learning for Primer for Agriculture, Food, and Natural Resources Education

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