Vol. 33 No. 2 (2023): Rural Knowledges and Curriculum: International Perspectives
In this special issue of the Australian and International Journal of Rural Education, international scholars consider how rural knowledges are – or are not – embedded in their local educational systems. They draw on their work, research, and their lived-experiences in rural education to explore the opportunities and challenges of enacting place-conscious curriculum and pedagogies. The origins of this special issue lie in a panel discussion held online during the COVID-19 pandemic and hosted by the European Educational Research Association (EERA) Network 14 in March 2022.