Ruraling Education Research

Beschreibung

The book encompasses multiple disciplinary perspectives, venturing beyond sociology via geographical, linguistic, psychological and socio-ecological domains to demonstrate how ruraling brings new insights to matters such as teaching, ethics, gender identity, tertiary education, and inclusion. Leading scholars, including Roberts, Green, Reid, Guenther, Beach and White, challenge rural education researchers to create rural theory: to subvert the unquestioned application of urban-grounded theory to understanding rural contexts. It includes discussions on terminological debates, and paradigmatically diverse and well-designed research studies.

This edited collection is an outcome of rural education researchers’ fora in the Australian Association for Research in Education (AARE), with a global relevance.

This edited volume brings together a collection of chapters from leading scholars in rural education with the purpose of linking knowledge from the rural education field to the wider discipline of education studies. Through addressing significant issues in the rural education field, the book gives insights from rural education that have general relevance for the wider disciplines of education, and provides up-to-date scholarship in research in rural contexts.

This book aims to be a definitive and comprehensive edition of contemporary rural education scholarship that works as a guide for those new to researching in and for rural contexts, as well as actively expand the other sub-fields of education from a rural perspective. It examines the connection between rurality and the other domains of educational research, exploring what a rural perspective might bring to the broader fields of educational research, and how it might evolve them. In its unique approach, this book brings the concept of ‘rural’ to the disciplines of education; chapters regarding the ethics of research in the rural context speaks to a gap in rural education, and provide tools for engaging marginalised communities more generally in educational research.

Autor*in

Philip Roberts

Themen in »Ruraling Education Research«

Education in Rural Areas Disciplines of Education Future of Education Research Knowledge and Education Education Research Ethics Improving Rural Community Outcomes Developing Rural Communities Rural-regional Sustainability Education International Perspectives on Rural Education Place and Context in Education Place and Context in Rural Research Intersections of Educational Sub-fields Rural Perspectives in Education Research Rurality and Education Research Socio-spatial Awareness in Education

Stimmen zu »Ruraling Education Research«

"True to its title – read it again - this book proposes the ruraling of education research: all of it. Once digested, this proposal is difficult to ignore. The theme of “‘ruraling’, used as a verb, to reframe metrocentricity and metro-normativity in education research”, is explained and developed throughout this coherent, yet wide-ranging, collection. The authors go beyond a mere proposal. They build on Roberts and Green’s 2013 accusation of the “symbolic violence against rural people, places and communities” perpetrated by those who fail to engage with the concept of rural. If Corbett once exhorted researchers to find a rural sociological imagination, these authors provide an activist handbook. The book envelops multiple disciplinary perspectives, venturing beyond sociology via geographical, linguistic, psychological and socio-ecological domains to show how ruraling brings new insights to teaching, ethics, gender identity, tertiary education, and inclusion, for example. Leading scholars, including Roberts, Green, Reid, Guenther, Beach and White, challenge rural education researchers to create rural theory: to subvert the unquestioned application of urban-grounded theory to understanding rural contexts. Fear not, the terminological debates are discussed, while the research studies reported are paradigmatically diverse and well-designed.This edited collection is an outcome of rural education researchers’ fora in the Australian Association for Research in Education (AARE). Its relevance is global." — Linda Hargreaves, University of Cambridge

"A comprehensive, in-depth collection of rural education research that is a must read for anyone interested in rural education. Philip Roberts and Melyssa Fuqua have compiled and edited a collection of work that is at the cutting edge of contemporary understandings of the rural that challenges the reader to rethink and reposition what it means to work, live and research in the rural. Roberts and Fuqua contextualise the rural and acknowledge the complexities and disproportionate impact of COVID 19 on rural communities. Simultaneously this collection reclaims the rural as a strength and embraces the learnings from within rural communities that have much to offer to all contexts. Reimagining of rural places as ‘ruraling’ allows the reader to engage and reengage with rural research that disrupts and reframes these places away from the ‘metrocentricity and metro-normativity in education research’. A timely and welcome addition to the debates and provocations for all scholars, students and policy-makers." — Bernadette Walker-Gibbs, La Trobe University

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