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Books > Social sciences > Education > Organization & management of education
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Making a Positive Impact in Rural Places - Change Agency in the Context of School-University-Community Collaboration in Education (Paperback)
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Making a Positive Impact in Rural Places - Change Agency in the Context of School-University-Community Collaboration in Education (Paperback)
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Following on from the preceding volume in this series that focused
on innovation and implementation in the context of
school-university-community collaborations in rural places, this
volume explores the positive impact of such collaborations in rural
places, focusing specifically on the change agency of such
collaborations. The relentless demand of urban places in general
for the food and resources (e.g., mineral and energy resources)
originating in rural places tends to overshadow the impact of the
inevitable changes wrought by increasing efficiency in the supply
chain. Youth brought-up in rural places tend to gravitate to urban
places for higher education and employment, social interaction and
cultural affordances, and only some of them return to enrich their
places of origin. On one hand, the outcome of the arguable
predominance of more populated areas in the national consciousness
has been described as "urbanormativity"-a sense that what happens
in urban areas is the norm. By implication, rural areas strive to
approach the norm. On the other hand, a mythology of rural places
as repositories of traditional values, while flattering, fails to
take into account the inherent complexities of the rural context.
The chapters in this volume are grouped into four parts-the first
three of which explore, in turn, collaborations that target
instructional leadership, increase opportunities for underserved
people, and target wicked problems. The fourth part consists of
four chapters that showcase international perspectives on
school-university-community collaborations between countries
(Australia and the United States), within China, within Africa, and
within Australia. The overwhelming sense of the chapters in this
volume is that the most compelling evidence of impact of
school-university community collaborations in rural places emanates
from collaborations brokered by schools-communities to which
universities bring pertinent resources.
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