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Half the world's population lives in rural places, but education
scholars and policy makers worldwide give little attention to rural
of education. Indeed, most national systems, including in the
developed world, treat their educational systems as institutions
to"modernize" the global economy. The authors in this volume have
different concerns. They are rural education scholars from
Australia, Canada, the United States, and Kyrgyzstan, and here
their focus is the dynamics of social class: in particular rural
schools but also in rural schooling as a local manifestation of a
national (and the global) system. For the most part, the volume
comprises relevant empirical reports, but none neglects theory, and
some privilege theory and interpretation. First and last chapters
introduce the texts and synthesize their joint and separate
meanings. What are the implications of place for social class? How
do class dynamics manifest differently in more and less racially
homogeneous rural communities? How does place affect class and how
might class affect place? How doesschooling in rural communities
reproduce or interrupt social-class mobility across generations?
The chapters engage such questions more completely than other
volumes in rural education, not as afinal word or interm summary,
but as an opening to an important lineof inquiry thus far largely
neglected in rural education scholarship.
Half the world's population lives in rural places, but education
scholars and policy makers worldwide give little attention to rural
of education. Indeed, most national systems, including in the
developed world, treat their educational systems as institutions
to"modernize" the global economy. The authors in this volume have
different concerns. They are rural education scholars from
Australia, Canada, the United States, and Kyrgyzstan, and here
their focus is the dynamics of social class: in particular rural
schools but also in rural schooling as a local manifestation of a
national (and the global) system. For the most part, the volume
comprises relevant empirical reports, but none neglects theory, and
some privilege theory and interpretation. First and last chapters
introduce the texts and synthesize their joint and separate
meanings. What are the implications of place for social class? How
do class dynamics manifest differently in more and less racially
homogeneous rural communities? How does place affect class and how
might class affect place? How doesschooling in rural communities
reproduce or interrupt social-class mobility across generations?
The chapters engage such questions more completely than other
volumes in rural education, not as afinal word or interm summary,
but as an opening to an important lineof inquiry thus far largely
neglected in rural education scholarship.
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