This handbook begins with a foundational overview of rural
education, examining the ways in which definitions, histories,
policies, and demographic changes influence rural schools. This
foundational approach includes how corporatization, population
changes, poverty, and the role of data affect everyday learning in
rural schools. In following sections, the contributors consider how
school closures, charter schools, and district governance influence
decision making in rural schooling, while also examining the
influence of these structures on higher education attainment, rural
school partnerships, and school leadership. They explore curriculum
studies in rural education, including place-based and
trauma-informed pedagogies, rural literacies, rural stereotype
threat, and achievement. Finally, they engage with issues of
identity and equity in rural schools by providing an overview of
the literature related to diverse populations in rural places,
including Indigenous, Black, and Latinx communities, and
exceptional learners. Importantly, this handbook applies
theoretical tools to rural classroom experiences, demonstrating the
potential of work centered at the intersection of theory, rurality,
and classroom practice. Each section concludes with a response by
an international scholar, situating the topics covered within the
broader global context.
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