Investing in Sustainable and Resilient Rural Social Space
Lessons for Teacher Education
Keywords:teacher education, rural social space, sustainability, preservice teachers, recruitment
Attracting and retaining effective education leaders and teaching staff for regional, rural and remote schools in Australia is a major sustainability and quality issue facing every State and Territory. It is also a major concern in pre-service teacher education, particularly for those universities which have a commitment to rural and regional areas. There is a strategic link between teacher education and the sustainability of rural communities with earlier suggestions (White & Reid, 2008, p. 1) highlighting that ―healthy rural communities may be supported via reform of the ways in which teacher education prepares graduates for teaching in rural schools. Likewise, the proposition is made in this paper that the relationship is importantly reciprocal and that, in turn, healthy rural communities and 'successful rural schools‘ can inform and help reform teacher education and professional learning through the insights gathered into the ways in which rural education leaders and teaching staff work closely with their school communities. In this paper we draw specifically from the research findings of a three-year Australian Research Council funded project (2008-2010) of schools and communities where sustainable practices around staff recruitment and retention were identified to explore this reciprocal relationship. The paper will firstly discuss the context of the study, its method and conceptual framework, and then focus in particular on the emerging themes from the twenty case-studies across Australia. Themes discussed include the important linking between rural school leadership and community renewal; the possibilities of developing school-university partnerships to sustain the rural workforce; and the need for social and creative enterprise to be acknowledged as important work of rural teachers and leaders. The paper concludes with the implications of these themes in terms of better preparing a future rural teacher workforce.
How to Cite
Copyright (c) 2023 Simone White, Graeme Lock, Wendy Hastings, Maxine Cooper, Jo-Anne Reid, Bill Green
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors contributing to The Australian and Internation Journal of Rural Education agree to publish their articles under a Creative Commons CC-BY 4.0 license, allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that appropriate credit is given, that a link to the license is provided, and that you indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
Authors retain copyright of their work, with first publication rights granted to The Australian and Internation Journal of Rural Education.
Manuscripts submitted for publication should not have been published or submitted for publication elsewhere. It is the responsibility of authors to secure release of any copyright materials included in their manuscripts, and to provide written evidence of this to the editors.
Papers are accepted on the understanding that they are subject to editorial revision. The Editorial Committee cannot guarantee that all contributions will be published nor give definite dates of publication. However, contributors will be advised if their papers are not accepted or if there will be a long publication delay.