Rurality and place

Bangarr, M. (2022). A Homeland Education Journey. Australian and International Journal of Rural Education, 32(1), 85-89. https://doi.org/10.47381/aijre.v32i1.335

Braga, E. (2024). Space, Place and Memories: Life Narratives About the Constitution of Subjects as Transforming Agents in the Periphery of São Paulo in Brazil. Australian and International Journal of Rural Education, 34(2), 87-105. https://doi.org/10.47381/aijre.v34i2.725 

Dvořák, D., Kučerová, S. R., Zilcher, L., & Svoboda, Z. (2024). Attractive Rural Schools in Czechia: Different Patterns of Strategies in the Market. Australian and International Journal of Rural Education, 34(1), 60-75. https://doi.org/10.47381/aijre.v34i1.705

Bennett, D., Knight, E., Koshy, P., & Li, I. (2021). Does Regionality Influence Students' Perceived Employability and Career Orientation? A Study of Students at an Australian University. Australian and International Journal of Rural Education, 31(3), 61-80. https://doi.org/10.47381/aijre.v31i3.305

Guenther, J., Fuqua, M., Ledger, S., Davie, S., Cuervo, H., Lasselle, L., & Downes, N. (2023). The Perennials and Trends of Rural Education: Discourses that Shape Research and Practice. Australian and International Journal of Rural Education, 33(3), 1-31. https://doi.org/10.47381/aijre.v33i3.701

Hasnat, M. A., & Greenwood, J. (2021). Schools Celebrating Place and Community: A study of Two Rural Schools in Bangladesh and New Zealand. Australian and International Journal of Rural Education, 31(3), 81-95. https://doi.org/10.47381/aijre.v31i3.307

Henderson, R., & M. Mandalawi, S. (2024). The Importance of Context in a Global World: Three Case Studies from Rural and Remote International Locations. Australian and International Journal of Rural Education, 34(1), 25-43. https://doi.org/10.47381/aijre.v34i1.468

Herbert, A. (2020). Contextualising Policy Enactment in Regional, Rural and Remote Australian Schools: A Review of the Literature. Australian and International Journal of Rural Education, 30(1), 64-81. https://doi.org/10.47381/aijre.v30i1.272

Marques da Silva, S. (2023). Local Knowledge Integrated in Learning Experiences: The Case of Schools and Communities from Rural Border Regions of Mainland Portugal. Australian and International Journal of Rural Education, 33(2), 50–66. https://doi.org/10.47381/aijre.v33i2.579

Moreno-Pinillos, C. (2022). School in and Linked to Rural Territory: Teaching Practises in Connection with the Context from an Ethnography Study. Australian and International Journal of Rural Education, 32(2), 19-35. https://doi.org/10.47381/aijre.v32i2.328

Morphett, A., O’Keeffe, L., & Paige, K. (2024). A Blueprint for Rural Mathematics: Connecting Social Space, Identity and Teacher Pedagogy. Australian and International Journal of Rural Education, 34(1), 76-92. https://doi.org/10.47381/aijre.v34i1.639 

Paterson, A., Abarzúa-Silva, L., Machfudi, M. I., & Henderson, R. (2024). Thinking About Rural Education and Binary Logic. Australian and International Journal of Rural Education, 34(2), 106-112. https://doi.org/10.47381/aijre.v34i2.742

Paulgaard, G., & Saus, M. (2023). Diverse Diversity: Contradictions and Challenges in Norwegian Rural Education. Australian and International Journal of Rural Education, 33(2), 32–49. https://doi.org/10.47381/aijre.v33i2.546

Thiele, C., Casey, J., Simon, S., & Dole, S. (2023). Place Consciousness and School Leaders' Intentionality as Partnership Imperatives : Supporting the Recruitment of Quality Graduates in Regional, Rural and Remote Schools. Australian and International Journal of Rural Education, 33(1), 1-16. https://doi.org/10.47381/aijre.v33i1.350

Webb, S. C., Knight, E., Black, R., & Roy, R. (2021). Exploring Students' Feelings of Place. Australian and International Journal of Rural Education, 31(3), 43-60. https://doi.org/10.47381/aijre.v31i3.304

Wynhoff Olsen, A., Fassbender, W., Long, D., & Olsen, K. (2022). Schools, Communities, and Teachers: How Rural Sense of Belonging Holds Impact for English Teachers in Place. Australian and International Journal of Rural Education, 32(2), 108-125. https://doi.org/10.47381/aijre.v32i2.330