Teaching in Rural Places

Azano, Amy Price; Brenner, Devon; Downey, Jayne; Eppley, Karen; Schulte, Ann K.

doi:10.4324/9781003106357

Cited by 15 publications

(10 citation statements)

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“…Rural students tend to be school-ready, score higher on NAEP assessments and graduate from high school at higher rates than their urban counterparts (Dahill-Brown and Jochim, 2018). Yet, they are less likely to enroll in or complete college, are inclined to have lower academic self-concepts and are subject to rural stereotype threat often exacerbated by poverty (Azano et al, 2021;Byun et al, 2012;Greene et al, 2020;Tieken, 2016).…”

Section: Understanding Rural Education Contextsmentioning

confidence: 99%

“…Researchers vested in rural education and prosperity recommend collaborative approaches with communities, engaging with them as equal partners rather than as passive recipients (Azano et al, 2021;Casto et al, 2016;Williams and Grooms, 2015). In the next section, we illustrate the application of rural cultural wealth across three strategies often used in educational research and practice: asset mapping, school-university-community partnerships and college planning.…”

Section: Capitalizing On Rural Cultural Wealthmentioning

confidence: 99%

“…Acknowledging the unique funds of knowledge and ways of being in diverse rural places (Sherfinski et al, 2020) is essential toward improving the educational outcomes of rural students and informing how the resourcefulness, ingenuity, familism and unity found within rural communities can be harnessed to improve education writ large. Informed by interdisciplinary scholars who continue to expand the literature and scope of rural education research and advocacy (Azano et al, 2021;Chambers and Crumb, 2020;Crumb et al, 2020;Hott et al, 2021;Reardon and Leonard, 2018;Seelig, 2021;Williams and Grooms, 2015), we propose a conceptual framework: rural cultural wealth. Building upon an ecologically situated community cultural wealth construct (Yosso, 2005), the rural cultural wealth conceptual framework is an asset-based approach that acknowledges the strength and resilience of rural people.…”

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confidence: 99%

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Rural cultural wealth: dismantling deficit ideologies of rurality

Crumb

Chambers

Azano

et al. 2022

JME

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Purpose Rural education research has historically been cast in a deficit lens, with rural places characterized by their problems or shortcomings, as if the way of understanding rural itself is to compare it to nonrural locales. These intransigent and narrow perceptions of rurality hinders recognition of the assets and possibilities of rural places. The purpose of this paper is to apply community-empowering, transgressive knowledge to analyses of rural communities to advance rural education research and practice. Design/methodology/approach In this conceptual paper, the authors propose an asset-based, conceptual framework to ground rural research and education practices: rural cultural wealth. Findings The authors describe and explore the concept of rural cultural wealth within the context of education. Furthermore, the authors discuss the dynamics of rurality and propose four constructs that comprise the rural cultural wealth framework, rural resourcefulness, rural ingenuity, rural familism and rural community unity, and consider implications for future research and practice. Originality/value The goal of this paper is to advance a rural cultural wealth framework aimed to interrupt social reproduction of educational inequities that impact rural students.

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Section: Understanding Rural Education Contextsmentioning

confidence: 99%

Section: Capitalizing On Rural Cultural Wealthmentioning

confidence: 99%

mentioning

confidence: 99%

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Rural cultural wealth: dismantling deficit ideologies of rurality

Crumb

Chambers

Azano

et al. 2022

JME

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“…The lack of scholarly attention specific to rural and reservation communities means that civics educators—especially elementary teachers—are underprepared to teach effectively about inequities facing rural communities and Indigenous Peoples (Azano et al, 2021; Gagnon & Mattingly, 2015; NIEA, 2020; Sabzalian, 2019b; TISSC, 2019; White, 2008). For example, very few civics educators explicitly teach about (or understand) tribal governments and sovereignty (Gilio-Whitaker, 2018; Sabzalian & Shear, 2018).…”

Section: Review Of Literaturementioning

confidence: 99%

Planning Community-Centered Inquiries: (Re)Imagining K-8 Civics Teacher Education With/In Rural and Indigenous Communities

Stanton

Morrison

Hancock

2022

The Journal of Social Studies Research

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This phenomenological case study investigates how planning community-centered civics inquiries can prepare elementary pre-service teachers to better address inequities facing rural communities, including those located on Indigenous reservations. Specifically, the study addresses this research question: How does community-centered planning inform pre-service teacher readiness to support place-conscious and anti-colonial civics education within elementary contexts? Findings suggest that guided, community-centered planning leads to enhanced pre-service teacher confidence in preparing to facilitate equity-oriented elementary education, particularly as related to evolving understandings of civics content competence, relational commitments, and responsibilities of rural teachers.

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“…In fact, a majority of national curricula tends to be urban centered, often excluding rural students and contexts (Aberg- Bengtsson 2009), creating a metrocentric bias for instruction (Beach et al 2019). Despite many students living in rural communities, national curriculum and state standards largely utilize urban or metrocentric examples, washing it of any cultural or community context (Azano et al, 2020). The conundrum is that it creates cognitive dissonance between students' contextual knowledge and the new knowledge being presented in the classroom.…”

Section: Introductionmentioning

confidence: 99%

A case study of place-based education in practice using philosophical perspectives

Nelson

Hains

2023

Preprint

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The purpose of this paper is to establish clarity of the definitions in the field by analyzing three cases of place-based education through the lens of the following educational philosophies: essentialism, progressivism, and social reconstructionism. The goal of this paper is to create a distinct definition between place-based education and other models to reduce confusion in the literature and strengthen the use of place-based education as it benefits both students and the surrounding community. By clearly defining place-based education from other models, the pedagogy can be implemented and studied using a succinct set of parameters, creating cohesion in the field. Additionally, the strengthening and adoption of a universal definition aids in teacher professional development and education by reducing barriers to entry that result from discipline-specific training.

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Teaching in Rural Places

Cited by 15 publications

References 0 publications

Rural cultural wealth: dismantling deficit ideologies of rurality

Rural cultural wealth: dismantling deficit ideologies of rurality

Planning Community-Centered Inquiries: (Re)Imagining K-8 Civics Teacher Education With/In Rural and Indigenous Communities

A case study of place-based education in practice using philosophical perspectives

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