# enl_refs

author: Guenther, John
year: 2023
pages: 108-111
secondary_title: Australian and International Journal of Rural Education
volume: 33
number: 3
date: 11/15
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/704
section: BOOK REVIEW
electronic_resource_number: 10.47381/aijre.v33i3.704
access_date: 2023/11/21
title:
Book Review: Cervone, Jason A. (2023) Towards Rural Education for the Common Good (Routledge Studies in Education, Neoliberalism, and Marxism). Taylor and Francis

abstract:
&lt;p&gt;A review of Jason Cervone's &quot;Towards Rural Education for the Common Good&quot;.&lt;/p&gt;


author: Dvořák, Dominik Kučerová, Silvie Rita Zilcher, Ladislav Svoboda, Zdeněk
year: 2024
title: Attractive Rural Schools in Czechia: Different Patterns of Strategies in the Market
pages: 60-75
secondary_title: Australian and International Journal of Rural Education
volume: 34
number: 1
date: 03/22
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/705
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v34i1.705
access_date: 2024/03/26
read_status: 0
rating: 0
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abstract:
&lt;p>Current policies in education that support school choice can be a threat but also an opportunity for rural schools that are often at risk of closure or amalgamation/consolidation. Studies from Western Europe found two types of schools using the ‘capitals’ of the rural environment in different ways: ‘community’ and ‘magnet’ schools. Our mixed-methods study enriches the discussion on successful rural schools, considering both the school leadership strategies and the situation in the local quasi-market of schools in a post-socialist central European country, Czechia. In the first step, using data from all Czech rural elementary schools, we identified schools that were in demand by local and out-of-catchment-area students. We performed a detailed qualitative analysis of 13 selected case schools and their local quasi-markets in the second step. The usefulness of the analytical distinction between rural schools oriented towards the needs of the local community and those that use rural capital to meet the needs of liberal middle-class families is demonstrated. At the same time, there is a group of rural schools that try to balance the interests of both groups. The article presents vignettes of three such schools. The key feature of these 'catch-all' schools is negotiated innovation (i.e., sustainable change communicated with local actors and enabling the coexistence of tradition and innovation). Our study provides a deeper insight into the community/magnet typology, building on the perspective of a different part of Europe. It brings important insights for educational policy and the leadership of rural schools.&lt;/p>


author: Guenther, John Fuqua, Melyssa
year: 2024
title: What Does a Quality Education Look Like in Rural Schools?
pages: i-viii
secondary_title: Australian and International Journal of Rural Education
volume: 34
number: 1
date: 03/22
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/739
section: EDITORIAL
electronic_resource_number: 10.47381/aijre.v34i1.739
access_date: 2024/03/26
read_status: 0
rating: 0
abstract:
&lt;p>This issue of the Australian and International Journal of Rural Education features articles that describe and critically analyse rural education, the common thread being  'What Does a Quality Education Look Like in Rural Schools?'. The education settings discussed include Australia, Czechia, Iraq, South Africa, Sweden, Tanzania, and the United States. The studies presented reflect the huge diversity of rural schooling and the many factors that work to support quality education. What does quality rural education look like? It looks like teachers who have a strong connection to place, with strategies for teaching that connect with students from the place. It looks like teachers who are flexible and open to learning. It looks like a supportive system. It looks attractive to parents. It looks like contextualised learning. It looks like parents and communities engaged in their children's learning at school. It is potentially transformative. It looks like a workforce that has good access to professional learning options. It looks like good governance, with local Elders and community leaders involved and driving a vision for education. It looks like strong peer relationships, and a culturally safe learning environment. It &lt;em>does not&lt;/em> necessarily look like the narrowly defined metrics that are often used to define success or the deficits that are too often described in association with rural education.&lt;/p>


author: Henderson, Robyn M. Mandalawi, Sazan
year: 2024
pages: 25-43
secondary_title: Australian and International Journal of Rural Education
volume: 34
number: 1
date: 03/22
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/468
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v34i1.468
access_date: 2024/03/26
read_status: 0
rating: 0
title:
The Importance of Context in a Global World: Three Case Studies from Rural and Remote International Locations

abstract:
&lt;p>Global education is often framed in terms of standardised testing that makes comparisons across nations. This is particularly evident with international measures like the Programme for International Student Assessment (PISA), which tests 15-year-olds in member countries. Images on the PISA website provide representations of education that seem to clash with some of the contexts where we have conducted research. This prompted an investigation into educators’ talk about local contextual realities, and how—or whether—they were impacted by global calls for quality education. The study focused on three different educational programs: education for adolescent girls in a refugee camp in the Kurdistan Region of Iraq, school education in a western Queensland rural/remote town in Australia, and the Migrant Education Program in rural Illinois in the United States. The data were collected through semi-structured interviews and field observations. Following data analysis, three case study narratives were constructed. A final step of analysis identified four shared pillars that made learning in rural and remote areas impactful and effective: context relevance, educators’ openness to learning, flexibility of teaching/learning approaches, and responsiveness to learners’ needs. The data demonstrated that the educators had a broader picture—national or global—in mind, but their main aim was to provide learning opportunities that were responsive, flexible and contextually appropriate to their location.&lt;/p>


author: Hlalele, Dipane Joseph
year: 2024
pages: 157-159
secondary_title: Australian and International Journal of Rural Education
volume: 34
number: 1
date: 03/22
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/731
section: BOOK REVIEW
electronic_resource_number: 10.47381/aijre.v34i1.731
access_date: 2024/03/26
title:
Book Review: Cornish, L., & Taole, J.M. (2021). Perspectives on Multigrade Teaching: Research and Practice in South Africa and Australia. Springer

abstract:
&lt;p&gt;A book review of Cornish and Taole's 2021 book, &lt;em&gt;Perspectives on Multigrade Teaching: Research and Practice in South Africa and Australia&lt;/em&gt;.&lt;/p&gt;


year: 2024
pages: 145-151
secondary_title: Australian and International Journal of Rural Education
volume: 34
number: 1
date: 03/22
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/730
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v34i1.730
access_date: 2024/03/26
author:
Holmes, Cat
Guenther, John
Morris, Gavin
O'Brien, Doris
Inkamala, Jennifer
Wilson, Jessie
McCormack, Rasharna

title:
Researching School Engagement of Aboriginal Students and Their Families from Regional and Remote Areas Project: Yipirinya School Case Study

abstract:
&lt;p&gt;Over the last few years, attendance rates in remote schools have fallen, and Year 12 completions have also dropped. We are not sure why this is, though events like COVID-19, floods and other natural disasters have not made it easy. The case study presented here was part of a bigger project that sought to understand what people in remote schools and the communities they are in think makes a difference to attendance and Year 12 completion. This case study outlines the findings specific to one of the four case study sites, namely, Yipirinya School on Arrernte Country in Mparntwe (Alice Springs). The overarching finding of the study indicates that attendance alone cannot be the primary measure of school success; rather, engagement needs to be the focus. To tease out this finding, the three main themes: relationships, purpose, and cultural safety, are identified as factors that made a difference at Yipirinya School.&lt;/p&gt;


year: 2024
pages: 122-144
secondary_title: Australian and International Journal of Rural Education
volume: 34
number: 1
date: 03/22
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/706
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v34i1.706
access_date: 2024/03/26
author:
Jaggi, Andréa
Rogers, Kevin Guyurruyurru
Rogers, Helen Gabibi
Daniels, Annette Yulumburruja
Ens, Emilie
Pinkcham, Sue

title:
“We Need to Run Our Own Communities”: Creating the Wuyagiba Bush Uni in Remote Southeast Arnhem Land, Northern Australia

abstract:
&lt;p&gt;Australian Indigenous student participation rates in higher education are consistently lower than non-Indigenous students, especially in remote contexts. This has manifested in the usurpation of remote Aboriginal community control by ‘more qualified’ external staff. Here we present a reflexive assessment of the development, delivery, outcomes and challenges of the Wuyagiba Bush Uni that was designed to address the paucity of university education in remote Aboriginal communities of Arnhem Land, Northern Territory. From 2018 to 2022, 66 Indigenous students graduated with Wuyagiba Micro-credentials (accredited by Macquarie University), and 28 students proceeded to enrol in Bachelor level degrees at Macquarie University in Sydney, with the first graduate in 2023. Furthermore, the Wuyagiba model has created a successful remote Indigenous business that employs about 50 local Indigenous people annually and is working towards empowering endogenous community development in remote Arnhem Land. Nevertheless, many challenges remain including sustainable funding, remote service delivery, university and bureaucratic structural barriers, and lateral violence in remote communities. Several enabling factors of success are identified, such as the cross-cultural curriculum, strong Indigenous control and leadership, wrap-around support, and longstanding relationships between University staff and community leaders. Such reflections can be used by other remote Aboriginal communities who wish to replicate this model or create their own on-Country higher education programs to empower locally trained leaders of the future.  &lt;/p&gt;


author: Mazzuki, Blandina Daniel Chiwamba, Sarah Vicent
year: 2024
pages: 44-59
secondary_title: Australian and International Journal of Rural Education
volume: 34
number: 1
date: 03/22
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/696
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v34i1.696
access_date: 2024/03/26
read_status: 0
rating: 0
title:
Transforming Rural Teaching: Teacher Educators and Pre-service Teachers’ Perspectives on Transformative Curriculum and Pedagogy

abstract:
&lt;p>This qualitative study examines preparation of pre-service teachers for altering rural teaching through transformative curriculum and pedagogy. The study gathered the perspectives of 45 participants belonging to two universities in Tanzania, namely University of Dar es Salaam (Dar es Salaam University College of Education) and Sokoine University of Agriculture School of Education. The findings indicate that geographically isolated rural schools are associated with deficits resulting in poor quality of teaching and learning. Further, the findings establish that teacher educators and pre-service teachers are not open to transforming rural teaching. This has implications for the effectiveness of university teacher education provided. To develop pre-service teachers’ openness to transforming rural teaching, there is a need for transformative curriculum and pedagogy in teacher education. A transformative curriculum should include diverse knowledge of teaching contexts and be implemented through critical dialogue and reflective pedagogy.&lt;/p>


author: Morphett, Annette O’Keeffe, Lisa Paige, Kathryn
year: 2024
title: A Blueprint for Rural Mathematics: Connecting Social Space, Identity and Teacher Pedagogy
pages: 76-92
secondary_title: Australian and International Journal of Rural Education
volume: 34
number: 1
date: 03/22
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/639
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v34i1.639
access_date: 2024/03/26
read_status: 0
rating: 0
abstract:
&lt;p>This paper reports on the development and use of a &lt;em>Blueprint for Rural Mathematics&lt;/em> (herein referred to as the &lt;em>Blueprint&lt;/em>) in a study of middle-primary mathematics teaching. The study presented a counter-narrative to the deficit discourse around rural education outcomes through an emic perspective of middle-primary mathematics on Yorke Peninsula, a rural district in southern Australia. This study defined ‘rural’ as being both a sociological and a geographical phenomenon. It takes a sociological stance acknowledging the situatedness of the rural, and the social and cultural uniqueness of the people and their communities. Geographically, the rural locations in this study were those distanced from, and outside the commuting zone of, large urban areas and major cities. This study claimed that rural schools of Yorke Peninsula are unresearched, under-theorised and underestimated in their teaching of mathematics. Hence, very little was known about the experiences of the Yorke Peninsula teachers, or the pedagogical practices they employ in their teaching of mathematics. Yorke Peninsula people have an identity of deficit imposed on them with no opportunity to negotiate it. In understanding and addressing the accuracy of this pervasive negative framing, this study involved investigating Yorke Peninsula teachers of mathematics, and concluded that the rural social space, the identity of its members, and teacher pedagogy are essential considerations in the teaching of mathematics. The &lt;em>Blueprint&lt;/em> provides a framework with which to explore these key components of rural education.&lt;/p>


author: Ngozwana, Nomazulu Machobane, Amohelang Chauke, Thulani Lepholletse, Maphuthi
year: 2024
pages: 93-107
secondary_title: Australian and International Journal of Rural Education
volume: 34
number: 1
date: 03/22
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/640
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v34i1.640
access_date: 2024/03/26
read_status: 0
rating: 0
title:
Parents’ Perceptions on Parental Involvement in Their Children’s Education in Giyani Municipality Rural-based Schools, Limpopo Province, South Africa

abstract:
&lt;p>The importance of parental involvement in children’s education cannot be overemphasized. This study aimed to explore the role that parents play in the education of their children in the Giyani Municipality, Limpopo Province South Africa. The study followed Epstein's model of school-parent-community partnerships to understand the participation of parents in the education of their children. A qualitative approach was employed to guide the gathering and analysis of the data. Fifty-eight parents that were purposively selected from the four rural schools participated in the focus group discussions that were audio-recorded. Inductive qualitative thematic analysis was used, and the ethics were observed. The findings revealed the role of parental involvement in their children’s education as working with schools, home-schooling, modelling positive attitudes, emotional support, and career counselling. This study has implications for policy and practice in a parent-teacher relationship in rural schools by suggesting that parents should be involved in policy development such as when the curriculum changes.&lt;/p>


author: Oliver, Rhonda McCarthy, Helen C. D. Jackson, Lissy
year: 2024
pages: 152-156
secondary_title: Australian and International Journal of Rural Education
volume: 34
number: 1
date: 03/22
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/738
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v34i1.738
access_date: 2024/03/26
title:
Investigating Remote School Attendance, Retention and Engagement: A Case Study Involving Students as Co-researchers

abstract:
&lt;p&gt;Predating the introduction of the Closing the Gap strategy in 2007, First Nation students’ attendance, retention and engagement in remote schools has been a concern for educators and successive governments. The following paper describes a case study—one part of a large Australian federally funded ‘Emerging Priorities Program’ project that sought to examine these issues. Specifically, it explores those factors that contribute to either exacerbating the decline in attendance, engagement or retention or lead to improved outcomes. The case study was undertaken at a Vocational Education and Training boarding school catering for Aboriginal students, mostly from remote areas of Western Australia. Students travel considerable distance to attend the school, often because of their family connections to the school. In this study students from one of the English classes became co-researchers in the project, providing input and collaborating at every stage of the research process.The findings indicate the need to adopt a strength-based approach when teaching remote students. This can be achieved through positive relationships between educators and students, which, in turn, is developed through cultural awareness and the use of community members and Aboriginal educators as role models and human resources for schools.&lt;/p&gt;


author: Ström, Kristina Pettersson, Gerd Wickman, Kim
year: 2024
pages: 108-121
secondary_title: Australian and International Journal of Rural Education
volume: 34
number: 1
date: 03/22
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/713
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v34i1.713
access_date: 2024/03/26
read_status: 0
rating: 0
title:
Remote Special Educational Consultation in Swedish Rural Schools: Experiences of Special Educators and Class Teachers

abstract:
&lt;p>With advances in communication technologies, remote special educational consultation has become a promising strategy for indirect special education provision aiming to support students with special educational needs as well as their teachers in remote and rural areas. This study explores how special educators in a rural municipality in Sweden offer remote special educational consultation to teachers and how the two teacher categories experience remote special educational consultation. The empirical data of the study consist of special educators’ and teachers’ responses to an online questionnaire (N=11). The analysis revealed themes reflecting experienced challenges as well as opportunities. The challenges relate to lack of professional commitment and consensus, lack of school leaders’ trust, knowledge and support, and barriers associated with distance and technology, while opportunities relate to increased access to special educational competence, increased structure in consultation and increased professional development and collaboration. The results of this study highlight the potential value of remote special educational consultation as an acceptable, cost-effective, and efficient way of increasing access to special educational expertise and providing special educational support to teachers working in rural and underserved schools.&lt;/p>


author: Willis, Alison Louth, Sharon
year: 2024
pages: 1-24
secondary_title: Australian and International Journal of Rural Education
volume: 34
number: 1
date: 03/22
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/469
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v34i1.469
access_date: 2024/03/26
read_status: 0
rating: 0
title:
Don’t Stand Up in a Hammock: Advice from Early Career Teachers in Remote, Regional and Rural Locations

abstract:
&lt;p>This ethnographic case study investigates the professional, locational and cultural understandings teachers need when beginning regional, rural, and remote teaching and living. Drawing from the experiences of recently graduated early career teachers in regional, rural, and remote teaching positions, the study sought to identify key learnings and strategies for surviving and thriving in regional, rural, and remote communities with the aim of better preparing pre-service teachers for placements and future employment in these locations. Most early career teachers in this study would recommend regional, rural, and remote teaching positions to pre-service teachers, describing the experience as rewarding, challenging and professionally developing. The importance of building relationships and immersing oneself in community were salient in the data. Analysis revealed a need for pre-determinations in five areas when preparing for RRR teaching positions: social (building networks and making friends), geographical (exploring the local area and getting involved in community), emotional (positive mindset and getting out of your comfort zone), personal (healthy habits and resilience), and cultural (understanding community). There is an evident opportunity to help pre-service teachers prepare for regional, rural, and remote experiences by considering these five pre-determinations.&lt;/p>


author: Beeli, Sonja Burri, Melodie Ewald, Anne-Sophie Wannack, Evelyne
year: 2024
pages: 1-18
secondary_title: Australian and International Journal of Rural Education
volume: 34
number: 2
date: 07/18
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/714
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v34i2.714
access_date: 2024/07/19
read_status: 0
rating: 0
title:
The Complexity of Managing Diverse Communication Channels in Family-School Relations as Seen by Parents and Schools

abstract:
&lt;h4>The importance of family-school relations and their positive effects on children’s developments is well documented. They can be shaped predominantly by one-way (schools informing parents) or two-way (a partnership approach) communication. When fostering these relationships, schools and families engage on individual and collective levels, using a variety of tools such as text messages, emails, phone calls or personal contacts. A growing body of literature suggests that digital technologies are changing the way families and schools communicate and digital media contacts are often considered to be more immediate and convenient. In this contribution, we present findings from a Swiss project focusing on school websites. Using data from interviews with 33 families and personnel in eight schools (principals, teachers and other staff), we explore how family-school communication is embedded in specific contexts, including rural contexts, and takes place through diverse channels. While parents make use of and appreciate diverse communication channels, schools’ choices of communication channels are often related to specific functions. Overall, we found that one-way information rather than dialogue still dominates family-school relations.&lt;/h4>


author: Braga, Elizabeth
year: 2024
pages: 87-105
secondary_title: Australian and International Journal of Rural Education
volume: 34
number: 2
date: 07/18
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/725
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v34i2.725
access_date: 2024/07/19
read_status: 0
rating: 0
title:
Space, Place and Memories: Life Narratives About the Constitution of Subjects as Transforming Agents in the Periphery of São Paulo in Brazil

abstract:
&lt;p>This article addresses the issue of the production of space in rural and urban territories and the dialectical relation with agency and environmental activism. The data came from a collective ethnographic action research conducted at the Unified Educational Centre Uirapuru and its surroundings in the periphery of São Paulo in Brazil&lt;strong>&lt;em>.&lt;/em>&lt;/strong> In this article, I analyse the narratives which are part of interviews with a primary teacher and a community leader, one responsible for the Green Unified Educational Centre Project and the other for the vegetable garden of Vila Nova Esperança. Both subjects have become environmental agents or transformative activists. I inquire if this has to do with their memories of places and their importance of such memories for their praxis and personalities and asked about their rural past or another situation which may have produced their environmental awareness. Focusing on concepts such as production of space, place as a lived and felt space, and &lt;em>perezhivanie&lt;/em>, I analyse the dynamics of transformations through these narrative interviews.&lt;/p>


author: Carrete-Marín, Núria Domingo-Peñafiel, Laura Simó-Gil, Núria
year: 2024
pages: 37-53
secondary_title: Australian and International Journal of Rural Education
volume: 34
number: 2
date: 07/18
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/729
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v34i2.729
access_date: 2024/07/19
read_status: 0
rating: 0
title:
Educational Practices and Teaching Materials in Spanish Rural Schools from the Territorial Dimension

abstract:
&lt;p>Rural schools have their own identity, influenced by the context in which they are immersed and their multigrade classroom structure. According to the United Nations’ Sustainable Development Goals, educational institutions must ensure the preservation of the particularities of the environment by taking into account the territorial dimension as a contextual element and as social and cultural heritage. Therefore, the integration of territorial elements into educational practices, projects and didactic support materials is a relevant topic for investigation. This paper aims to identify whether rural schools have the work of the territorial dimension as a priority in their educational practices and, specifically, if the curricular didactic materials used in multigrade classrooms also contemplate this. A survey questionnaire was administered to a representative sample of 537 Spanish rural teachers, and focus groups and semi-structured interviews were conducted. The results show that, although work on the territorial dimension is considered, it is not identified as a priority. A dearth of didactic resources thinks about the rural context and has references to it, and there is a lack of collaboration with families and communities in the creation of resources. The conclusion refers to the importance of bearing in mind elements of the territorial dimension in curricular materials and improving communication networks between teachers and teacher training.&lt;/p>


author: Espinal-Meza, Silvia
year: 2024
pages: 71-86
secondary_title: Australian and International Journal of Rural Education
volume: 34
number: 2
date: 07/18
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/716
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v34i2.716
access_date: 2024/07/19
read_status: 0
rating: 0
title:
Critical Pedagogies for Reappraising Indigenous Knowledge and Diversity in Rural Peru: The Voices of Two Rural Teachers

abstract:
&lt;p>Rural schools and communities in Peru are rich in cultural diversity in Indigenous languages and traditions, but rural areas remain the most disadvantaged regions. Peru’s educational policies are neoliberal and have hindered opportunities for the rural population to receive a high quality education with a critical reappraisal of their cultural backgrounds. Within this scenario, critical perspectives in education have emerged from the voices of historically marginalised educational actors: rural teachers. Two rural teachers from small towns in Cusco and Ayacucho (in the southern highlands of Peru) participated in narrative research to explore their practices of social justice in education. The aim of this paper is to examine their practices through critical pedagogies. The findings reveal that a crucial role of the Indigenous language, Quechua, is in making an inclusive reappraisal of the local culture. The teachers sought to empower their pupils by applying Freirean concepts of critical consciousness and dialogue through creative activities. They acknowledged the role of parents and the community who value diversity and local culture and support their critical pedagogical practices in schools. In this case, social justice in education was addressed by valuing Indigenous culture and placing it in dialogue with Western knowledge.&lt;/p>


author: Guenther, John
year: 2024
pages: 125-132
secondary_title: Australian and International Journal of Rural Education
volume: 34
number: 2
date: 07/18
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/752
section: BOOK REVIEW
electronic_resource_number: 10.47381/aijre.v34i2.752
access_date: 2024/07/19
read_status: 0
rating: 0
title:
Book Review: Azano, A. P., Biddle, C., & Eppley, K. (Eds.). (2022). The Bloomsbury Handbook of Rural Education in the United States. Bloomsbury Academic

abstract:
&lt;p>The Bloomsbury Handbook of Rural Education in the United States, edited by Amy Price Azano, Karen Eppley, and Catharine Biddle, is an expansive and comprehensive volume that deals with an array of topics that are important for rural educators, researchers, school leaders and policy designers. The book covers a lot of ground, and draws on an impressive list of contributors.&lt;/p>


author: Lasselle, Laurence Henderson, Robyn
year: 2024
title: Considering Diversity in Educational Research that Explores School-Community Relationships
pages: i-iv
secondary_title: Australian and International Journal of Rural Education
volume: 34
number: 2
date: 07/18
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/753
section: EDITORIAL
electronic_resource_number: 10.47381/aijre.v34i2.753
access_date: 2024/07/19
read_status: 0
rating: 0
abstract:
&lt;p>This special issue of the &lt;em>Australian and International Journal of Rural Education&lt;/em> explores school-community relationships from a diversity perspective. The contributions originated in presentations delivered as part of the European Educational Research Association’s Network 14 sessions at the annual European Conference in Educational Research in August 2023. The papers present perspectives from a wide range of contexts: from Asia and Australia to Europe and South America.&lt;/p>


author: McKendrick, John Nash, Fiona Guenther, John Lasselle, Laurence Fuqua, Melyssa Hall, Carmel
year: 2024
pages: 113-124
secondary_title: Australian and International Journal of Rural Education
volume: 34
number: 2
date: 07/18
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/749
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v34i2.749
access_date: 2024/07/19
read_status: 0
rating: 0
title:
Responding to Remote, Rural and Regional Tertiary Education Needs: A Conversation Between the Australian Regional Education Commissioner and the Scottish Commissioner for Fair Access

abstract:
&lt;p>Access to tertiary education remains a significant concern for many remote, regional and rural communities. This topic has been explored in the &lt;em>Australian and International Journal of Rural Education &lt;/em>since its creation. In February 2024, the Journal went one step further by facilitating a conversation between two policy leaders whose remits include fair access to tertiary education, Ms Fiona Nash, the Australian Regional Education Commissioner and Professor John McKendrick, the Scottish Commissioner for Fair Access. They candidly discussed the importance of responding to tertiary education needs of regional, rural and remote communities from their perspectives. They reviewed a range of complex and compounding issues for remote, regional and rural students in accessing tertiary education in both countries, elaborated on their respective policy contexts.&lt;/p>


author: Paterson, Anne Abarzúa-Silva, Loreto Machfudi, Moch Imam Henderson, Robyn
year: 2024
title: Thinking About Rural Education and Binary Logic
pages: 106-112
secondary_title: Australian and International Journal of Rural Education
volume: 34
number: 2
date: 07/18
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/742
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v34i2.742
access_date: 2024/07/19
read_status: 0
rating: 0
abstract:
&lt;p>Although definitions of&nbsp;&lt;em>rural&nbsp;&lt;/em>vary across educational research projects and from country to country, an enduring theme has been the framing of rural as a disadvantage or problem that sits alongside a view of the urban as normative. In questioning the urban/rural binary and the deficit discourses that are associated with it, the authors present four short data excerpts and their thinking about how they represent rural education in their research. They conclude that the telling of positives stories about rural education is a move towards changing the discourses that circulate.&lt;/p>


author: Rapp, Anna Knutas, Agneta
year: 2024
pages: 19-36
secondary_title: Australian and International Journal of Rural Education
volume: 34
number: 2
date: 07/18
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/717
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v34i2.717
access_date: 2024/07/19
read_status: 0
rating: 0
title:
Organising Inclusive Transitions in Vocational Education and Training in a Rural Community in Norway

abstract:
&lt;p>Our study examines the organising of transitions in Vocational Education and Training in a rural Norwegian municipality. In Norway, Vocational Education and Training is diverse and interlinked in continual organising. Organising, in this context, is a continuous set of actions forming recognisable patterns that become institutions. An upper secondary Vocational Education and Training case study was conducted in a rural municipality. The case study included interviews with students, teachers, leaders and company representatives. The study investigated in what ways the organising of rural Vocational Education and Training supported students’ crossroads and transitions to limit marginalisation. The findings indicate that actants in the network, as well as a balance between individuals’ needs and labour market requirements, are stabilising factors. The interdisciplinary training office is an important choreographer in active networking, and it is also important for teachers and students to bridge over and interact with Vocational Education and Training companies early on in their education. Transition as a path to inclusion is a learning and developmental process that occurs in continuous, alternating interactions between education and work.&lt;/p>


author: Shrestha, Salpa Raj Dangal, Megh
year: 2024
pages: 54-70
secondary_title: Australian and International Journal of Rural Education
volume: 34
number: 2
date: 07/18
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/715
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v34i2.715
access_date: 2024/07/19
read_status: 0
rating: 0
title:
Bridging the Gap Between Community Schools and Rural Communities in Nepal Using Participatory Action Research

abstract:
&lt;p>This paper explores the engagement of parents with out-of-school children through community-based participatory action research in a rural community in Nepal. This study addresses the connection gap between local communities and community schools, which has resulted in consequences such as inconsistent attendance among students and low educational expectations among parents. By investigating the processes of formulating an action plan by a parent-led action group and analysing its execution, the research aimed to understand how participatory action research can foster a stronger bond between community schools and parents, thereby enhancing parental involvement in children’s education. The study draws on Mezirow’s transformative learning theory, incorporating concepts from Habermas’s public sphere and Freire’s notion of conscientization. It specifically focuses on the action group’s monthly meetings held over nine months and the collaborative outcomes that resulted. By emphasising targeted interventions, collaboration and a departure from deficit-focused approaches, the findings propose effective strategies for bridging the gap between community schools and rural communities in Nepal.&lt;/p>


