Valuing the Rural: Using an Ethical Lens to Explore the Impact of Defining, Doing and Disseminating Rural Education Research

Downes, Natalie; Marsh, Jillian; Roberts, Philip; Reid, Jo‐Anne; Fuqua, Melyssa; Guenther, John

doi:10.1007/978-981-16-0131-6_18

Cited by 6 publications

(4 citation statements)

References 20 publications

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“…The critical grassroots policy strand triangulates rural-, equity-, place-based lenses to analyse relevant grassroots approaches to leapfrogging educational inequality, drawing inspirations from the works of Taylor (1997), Wallace andBoylan (2009), Guenther et. al., (2014) and Downes et al (2021). Bourdieu's (1986) habitus conceptualisation focuses the study on how culture and place inform grassroots education policy.…”

Section: Methodsmentioning

confidence: 99%

“…Proponents of rural lens and geographically responsive pedagogy call educators and policy makers to think spatially and value rural places to chart and transform rural education strategies (Comber, 2021;Hasnat & Greenwood, 2021;Gouwens & Henderson 2021). They thus argued for strategies that take account of local community context and leverage local cultural capital to advance equitable education for all (Baroutsis et al, 2019;Comber & Simpson, 2001;Comber, 2021;Comber & Hill, 2000;Comber & Woods, 2018;Downes et al, 2021;Hattam, et al, 2009). Community participation in education has been identified as key to improving education outcomes for lowincome communities by bringing rural cultural capital and aspirations into the mainstream delineation of education outcomes (Guenther et al, 2019;Semke & Sheridan, 2012;Yolanda Jiménez & Maike, 2018).…”

Section: Theoretical and Empirical Reviewmentioning

confidence: 99%

“…The rich rural cultural capital documented by this study suggests that the problem of rural education has more to do with marginalisation than merely being rural. Looking beyond the deficit, rural spaces offer possibility for transformed education if grassroots policy stakeholders will value rural spaces by thinking spatially and innovatively (Comber, 2021;Downes et al, 2021;Miller, 2008).…”

Section: Tapping Into Community Cultural Capital For Culturally Susta...mentioning

confidence: 99%

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Leapfrogging Inequality Strategies for Transformed Rural Education: A School District Case, Ghana

Anlimachie

Avoada

Amoako-Mensah

2022

AIJRE

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This case study of a Ghanaian rural school district uses a community-based participatory action research to engage with municipal officials, a rural community, and its local school participants to co-design culturally sustainable education strategies. The study triangulated community meeting discussion, interviews, field notes and document analysis to elicit grassroots policy approaches and community cultural capital driving rural education success. The study identified a strong correlation between community participation, educational improvement and reduction in inequality and poverty. The study found that policy interventions that remove financial and geographical barriers to education access, elicit community participation and improve rural livelihoods were effective strategies for improving education outcomes for Ghanaian rural communities. The study identified rich rural cultural capital facilitating education improvement which evident that the problem of rural education has more to do with marginalisation than being rural. The study argues that valuing rural spaces by thinking spatially and innovatively offers new possibilities to transform rural education. Therefore, rural education must be pursued as collective social good or socio-cultural process, entailing an endless interchange of shared aspirations, resources, and cultural capital for mutual survival. This approach must be ground-up, fuelled by community participation, decolonisation, culturally responsivity in designing and recovering contextually appropriate universal education and integrated development model for Ghana and Africa.

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Section: Methodsmentioning

confidence: 99%

Section: Theoretical and Empirical Reviewmentioning

confidence: 99%

Section: Tapping Into Community Cultural Capital For Culturally Susta...mentioning

confidence: 99%

See 1 more Smart Citation

Leapfrogging Inequality Strategies for Transformed Rural Education: A School District Case, Ghana

Anlimachie

Avoada

Amoako-Mensah

2022

AIJRE

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show abstract

“…NSW Department of Education, 2021a, 2021b, n.d. a; NSW Government, 2018; Queensland Department of Education, 2018). Nevertheless, the problems persist in Australia (Downes et al, 2021). In their review of the literature in Australia, Downes and Roberts (2018) identify among the foremost of these issues are: difficulty in attracting and retaining staff; teacher inexperience; and teaching out of field (see also Weldon, 2016).…”

Section: Introductionmentioning

confidence: 99%

What attracts teachers to rural and remote schools? Incentivising teachers’ employment choices in New South Wales

Burke

Buchanan

2022

Australian Journal of Education

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Staffing rural and regional schools remains an intractable problem. This study identifies effective incentives for attracting teachers to difficult-to-staff rural and remote schools in New South Wales (NSW), Australia. Compared to their urban counterparts, students in these schools are disadvantaged by teacher staff shortages, inexperience and attrition. The research investigated the ability for existing incentives of the NSW Department of Education, other education systems and other professions to attract professionals to rural and remote appointments using a discrete choice experiment methodology. The findings identify ways of attracting teachers of differing levels of experience and commitment to work in such areas.

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Emerging Leadership in Rural Education Research: In the Schoolhouse and the Academy

Fuqua

2024

Sharing Leadership Stories in Rural Education

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Valuing the Rural: Using an Ethical Lens to Explore the Impact of Defining, Doing and Disseminating Rural Education Research

Cited by 6 publications

References 20 publications

Leapfrogging Inequality Strategies for Transformed Rural Education: A School District Case, Ghana

Leapfrogging Inequality Strategies for Transformed Rural Education: A School District Case, Ghana

What attracts teachers to rural and remote schools? Incentivising teachers’ employment choices in New South Wales

Emerging Leadership in Rural Education Research: In the Schoolhouse and the Academy

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