Rurality and education relations: Metro-centricity and local values in rural communities and rural schools

Beach, Dennis; Johansson, Monica; Öhrn, Elisabet; Rönnlund, Maria; Rosvall, Per‐Åke

doi:10.1177/1474904118780420

Cited by 54 publications

(43 citation statements)

References 23 publications

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“…Moreover, the neoliberal promotion of boundlessness, free markets and individualism incorporates an 'unacknowledged metrocentricity', as it provides substantially more opportunities for people in cities than peers in rural areas (Farrugia 2014;Gulczyńska 2019). Beach et al (2019) found that staff in schools in small communities seem to be more proactive in terms of counterdiscourses and more often acknowledge the local than those in small de/industrialised communities. This reportedly affects young people's 'horizons of action' (Hodkinson and Sparkes 1997), a concept largely based on Bourdieu's ideas of habitus and capital, describing people's perceived possibilities.…”

Section: Literature and Key Conceptsmentioning

confidence: 99%

“…In some cases, this may simply be because there are no realistic alternatives geographically, so there is no need to mention place during counselling. However, in some cases, it could be symptomatic of a kind of fatalism in relation to place, and capitulation to 'metrocentrism' and the power geometry (Beach et al 2019;Campbell and Yates 2011;Gulczyńska 2019). This refers to aggregation of all forms of capital around large cities and their centres, accompanied by increasing 'poverty of access' (Gray, Shaw, and Farrington 2006) in rural areas to services, including opportunities for upper secondary and higher education.…”

Section: Focus On the Individual As Unbounded By Placementioning

confidence: 99%

“…in rural areas. They also prompted descriptions of Sweden in both mass media and official reports as a country with severe divisions between depopulated rural areas and increasingly populous cities (Beach et al 2019). Moreover, such imbalances and associated conditions also have much wider implications, as there have been reports of similarly uneven development between rural and urban areas in other European countries (Bernard 2019), the USA (Gurley 2016) China (Jia, Du, and Wang 2017), and globally (Rignall and Atia 2017).…”

mentioning

confidence: 99%

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Counselling to stay or to leave? - Comparing career counselling of young people in rural and urban areas

Rosvall

2020

Compare: A Journal of Comparative and International Education

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Sweden may be wealthy, but uneven distributions of resources still affect students' access to higher education and career choices. Some variation is linked to rural/urban divides, but myriads of other factors may also influence young people's options in transitions. Here I explore these issues, using data collected from interviews with study and career counsellors in both rural and urban areas of Sweden, using a framework including Masseyian concepts of place, and horizons of action. The results confirm the general poverty of access in rural areas linked to limitations of locally available educational programmes, an associated tendency for counsellors to promote 'learning to leave', and hence ongoing 'metrocentric' flows to city centres. However, they also highlight (inter alia) the importance of students' resources, which enable or constrain their ability to leave and breadth of opportunities (in rural and urban areas), and gendered socialisation factors that may promote or counter the flows.

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Section: Literature and Key Conceptsmentioning

confidence: 99%

Section: Focus On the Individual As Unbounded By Placementioning

confidence: 99%

mentioning

confidence: 99%

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Counselling to stay or to leave? - Comparing career counselling of young people in rural and urban areas

Rosvall

2020

Compare: A Journal of Comparative and International Education

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“…The data considered here consist of 85 field days of classroom observations, supplemented with collected teaching materials and interviews with 81 students and 10 teachers. Four researchers adopted a 'collective ethnography' approach (Beach et al 2018;Gordon et al 2006), in which each researcher followed two VET classes. In total, two Vehicle and Transport (VT), two Restaurant Management (RM) and two Health and Social care (HC) programme classes were followed.…”

Section: Methods Methodology and Empiricsmentioning

confidence: 99%

Socialisation and citizenship preparation in vocational education: Pedagogic codes and democratic rights in VET-subjects

Nylund

Ledman

Rosvall

et al. 2019

British Journal of Sociology of Education

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Previous studies of citizenship preparation in upper secondary school, including studies on vocational programmes, have primarily focused on general subjects. Potential and actual roles of vocational subjects in this context have received little attention, so we have little knowledge of what is likely a significant part of the citizenship preparation that occurs in vocational programmes. Drawing on the work of Basil Bernstein and ethnographic data, this study presents an analysis of socialisation processes in vocational elements of three vocational programmes in Swedish upper secondary school. The analysis addresses the formation of pedagogic codes in various vocational programmes and subjects, and how these codes condition students' practice of citizenship at individual, social and political levels. The results show how different pedagogic codes have different implications for the students' practice of citizenship, and thus raise questions about factors and processes that may either constrain or strengthen, this aspect in vocational subject classes. The focal problem and purpose of the study There is a long history of differentiation in education, that prepares young people from different class backgrounds for unequal future life chances and experiences and channels them into very different positions in society and the division of labour (Bernstein 2000; Bourdieu and Passeron 1970). Vocational education, in Sweden and elsewhere, is embedded and plays key roles in such contexts by primarily attracting working-class students and socializing them for working-class jobs. However, part of the mission of modern mass educational systems in liberal democracies is to foster formally equal citizens by promoting reproduction of essential conditions for democratic governance. The tension between these two processes highlights the importance of raising and addressing questions about citizenship preparation in education, particularly in contexts such as vocational programmes.

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“…Moreover, practically no educational research have been conducted in rural areas (cf. Beach et al 2019). Drawing on interviews with students in the last year of lower secondary school, the aim of the current study is to investigate experiences of violence and harassment directed at sexual minority students in the everyday life of a rural school.…”

mentioning

confidence: 99%

Standing alone: sexual minority status and victimisation in a rural lower secondary school

Odenbring

2019

International Journal of Inclusive Education

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Studies worldwide indicate that sexual minority students often face different forms of bullying in everyday life at school, and young people growing up in communities with conservative values, such as in rural areas, are often in a particularly vulnerable position. Nonetheless, there is an absence of studies addressing the everyday lives of sexual minority students in rural schools. Drawing on interviews with students in the ninth grade of a rural lower secondary school in Sweden, the current study has investigated experiences of violence and harassment routinely directed at sexual minority students at school. The results indicate that the local gender regime is strongly framed by heteronormative values that position non-heterosexual students as the Other. Sexual minority students are exposed to homophobic name-calling on a daily basis, and threats and physical violence are also common. To fit in and to 'survive' in school, sexual minority students are forced to accept the homophobic name-calling and are sometimes also forced to physically fight back. This study concludes that it is important that schools address issues around violence directed towards nonheterosexual students, and that ways to create a more inclusive and safe school environment be identified. ARTICLE HISTORY

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Rurality and education relations: Metro-centricity and local values in rural communities and rural schools

Abstract: Rurality and education relations:Metro-centricity and local values inrural communities and rural schools

Cited by 54 publications

References 23 publications

Counselling to stay or to leave? - Comparing career counselling of young people in rural and urban areas

Counselling to stay or to leave? - Comparing career counselling of young people in rural and urban areas

Socialisation and citizenship preparation in vocational education: Pedagogic codes and democratic rights in VET-subjects

Standing alone: sexual minority status and victimisation in a rural lower secondary school

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