Rural Aspirations, Rural Futures: From “Problem” to Possibility

Tieken, Mara Casey; Antonio, Donna Marie San

doi:10.1080/0161956x.2016.1151733

Cited by 16 publications

(12 citation statements)

References 6 publications

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“…Aspirations necessarily imply an orientation to the future that connects to attitude, motivation and action (Tieken and San Antonio 2016). Yet as we have argued, analysing aspirations implies a good deal more than focusing simply on "bundles of individual and idiosyncratic wants" in a given sociocultural context (Appadurai 2004, 68).…”

Section: Conceptualising Aspirationsmentioning

confidence: 99%

Agrarian crossroads: rural aspirations and capitalist transformation

Bennike

Rasmussen

Nielsen

2020

Canadian Journal of Development Studies / Revue canadienne d'ét

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Aspirations bring different versions of the future into the present. This introductory essay asks what we can learn by attending to the myriad ways in which rural subjects and collectivities articulate and institutionalise aspirations. We argue that aspirations are conditioned by constellations of power, which shape what can be done and what can be imagined. These visions of alternative futures can be either affirmative or transformative, but will always entail negotiations over the meaning of self and community. This conceptualisation cautions against policymaking based on individualised aspirations, and invites readers to inquire into how rural populations negotiate and embrace, accommodate or reject rural transformations. RÉSUMÉLes aspirations ramènent différentes versions du futur dans le présent. Cet essai d'introduction demande ce que nous pouvons apprendre en examinant les nombreuses façons dont les individus en milieu rural et les collectivités articulent et institutionnalisent les aspirations. Nous soutenons que les aspirations sont conditionnées par des constellations de pouvoir qui façonnent ce que l'on peut faire et imaginer. Ces visions de futurs différents peuvent être soit affirmatives ou transformatrices, mais elles entraîneront toujours des négociations sur le sens du soi et de la communauté. Cette conceptualisation met en garde contre l'élaboration de politiques fondées sur l'individualisation des aspirations. Elle invite les lecteurs à réfléchir aux façons dont les populations locales négocient puis embrassent ou rejettent les transformations rurales ou s'y accommodent.

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Section: Conceptualising Aspirationsmentioning

confidence: 99%

Agrarian crossroads: rural aspirations and capitalist transformation

Bennike

Rasmussen

Nielsen

2020

Canadian Journal of Development Studies / Revue canadienne d'ét

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“…Nearly one‐third of public schools in the United States are in rural areas and nearly 20% of students attend a rural school (NCES , ). Rural America is vast, varied, and changing (Greenough and Nelson ), and a better understanding of the constraints and opportunities afforded to rural youth may prove essential to our national prosperity in the years ahead (Tieken and San Antonio ). On one hand, rural students face myriad obstacles to attaining a bachelor’s degree.…”

Section: The Rural (Dis)advantage?mentioning

confidence: 99%

Social Capital and Residential Decision Making Among Rural and Nonrural College Graduates

Nelson

2019

Sociological Forum

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Due to the low demand for highly educated workers in rural areas, high-achieving rural students have been portrayed as having to pick between staying close to home and facing limited economic opportunities or leaving to pursue higher education and socioeconomic advancement. But what of those who want both-college degree and return to rural living? Comparing the experiences of rural graduates who returned to rural locales with those who out-migrated and nonrural graduates across one predominantly rural state, this study explores how social capital matters in the residential decision-making process. Proximity to work and family were the primary factors determining adult residence. Sense of place-but not attachment to a specific community-also mattered, especially for rural graduates. Family, school, and community social capital were more likely to play a role in career development for rural students, as career aspirations during adolescence followed by career-driven college choices created pathways for rural return. Findings underscore the importance of analyzing rural return from a regional lens, as respondents reframed lifestyle elements researchers tend to portray as mutually exclusive-rural lifestyle, proximity to family, and professional career-as compatible by employing broad and flexible definitions of proximity and place.

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“…Rural schools with inadequate and/or limited resources and demographic isolation may lack in providing the support their educators need (Tieken & San Antonio, 2016). Furthermore, researchers have noted the growth in a culturally and linguistically diverse student body in rural settings with concern (Rosenberg, Christianson, & Hague, 2015).…”

Section: Ms Johnson Is a Special Education Teacher At Happy Childrenmentioning

confidence: 99%

“…Rosenberg et al noted that these learners often need more specialized and targeted instruction along with consistent monitoring of their learning progress, which can be demanding and time consuming for rural special educators. Researchers focused on teacher preparation and professional development have questioned the effectiveness of special education teachers' academic preparation to work within the unique challenges and demands of rural settings (e.g., low socio-economic status and culturally and linguistically diverse student body, demographic isolation, limited physical resources and materials; Azano & Stewart, 2015;Cavalluzzo, Barrow, Mokher, Geraghty, & Sartain, 2015;Dieker, Hynes, Hughes, Hardin, & Becht, 2015;Tieken & San Antonio, 2016). In addition to the mentioned challenges, longer commutes for teacher and pupil along with lower salary are linked to the general and special educator burnout and attrition in rural settings (Azano & Stewart, 2015;Kersaint, 2005).…”

Section: Ms Johnson Is a Special Education Teacher At Happy Childrenmentioning

confidence: 99%

Target, Act, Graph (TAG): Teachers Empowering Classroom Resource Personnel in Monitoring Student Progress

Rizzi

2016

Rural Special Education Quarterly

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This article provides teachers in rural settings with suggestions on how to engage classroom resource personnel (i.e., volunteers, instructional assistants) in monitoring students' achievement. The target, act, and graph (TAG) strategy offers rural special educators ways to empower classroom resource persons through training and use of the TAG Form. The TAG Form provides a comprehensive and easy-to-use snapshot of learner's needs, a data-collection reporting section, and a graphing tool. The three-step TAG Form implementation process is suggested for rural special educators' engagement of classroom resource personnel in recording and graphing the progress of rural students with exceptionalities towards their educational goals.

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Rural Aspirations, Rural Futures: From “Problem” to Possibility

Cited by 16 publications

References 6 publications

Agrarian crossroads: rural aspirations and capitalist transformation

Agrarian crossroads: rural aspirations and capitalist transformation

Social Capital and Residential Decision Making Among Rural and Nonrural College Graduates

Target, Act, Graph (TAG): Teachers Empowering Classroom Resource Personnel in Monitoring Student Progress

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