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The impetus behind this volume stems from reflections on
commemorations of the historic Brown v. Board of Education
decision. Brown turned 60 in May of 2014, and many special issues
of peer?reviewed journals were dedicated to that anniversary.
Unlike most special issues and volumes, we sought to highlight a
smaller part of Brown, though no less significant. More
specifically, we thought to develop a volume that focused on rural
education in the aftermath of the decision. Most of the education
policy and education reform literature caters to urban and suburban
contexts, and very few academic books and journal articles-with the
exception of research conducted by Craig, Amy, and Caitlin Howley
and the Journal for Research on Rural Education-focus on rural
education in the US. Thus, we wanted this volume to focus on the
politics of educational opportunity in rural contexts. There is a
paucity of rigorous research that examines how education policy
affects the conditions of rural education. More specifically,
research is scarce in examining the ways in which students in rural
schools and districts have access to educational opportunities,
although approximately one?third of all public schools are located
in rural areas (Ayers, 2011). Educational opportunity in rural
districts has been plagued by geographic isolation, loss of
economic bases, and lack of capital (both financial and political)
to voice the need for resources. To be clear, this volume does not
present chapters that detail educational opportunity in rural
districts and schools from a deficit perspective. Instead, chapters
in this volume offer insight into both micro? and macro?level
policies and practices that shape educational opportunities for
students in rural schools and districts. As such, chapters in this
volume investigate the "now" of educational opportunity for rural
students and makes recommendations and suggestions for "later".
Given that, we are reminded of James Coleman's (1975) thesis,
"Education is a means to an end, and equal opportunity refers to
later in life rather than the educational process itself" (p.28).
This book will be organized into two distinct sections. The first
section, comprised of chapters that examine educational opportunity
in rural districts from a micro?level perspective, is devoted to
chapters that broadly examine the implications of state and federal
policy on educational opportunity in rural schools and districts.
The second section, which includes case studies of rural districts
in the American South, Appalachia, and the Northeast, takes a
macro?level approach to examining educational opportunity in rural
districts. Combined, chapters throughout the book provide readers
with both an overview and a specific snapshot of educational
opportunity in rural schools. Given the breadth and scope of
chapters included in this volume, we believe the book adds
tremendously to the education policy literature, as this vantage
point has rarely been included in larger education policy
discussions.
The impetus behind this volume stems from reflections on
commemorations of the historic Brown v. Board of Education
decision. Brown turned 60 in May of 2014, and many special issues
of peer?reviewed journals were dedicated to that anniversary.
Unlike most special issues and volumes, we sought to highlight a
smaller part of Brown, though no less significant. More
specifically, we thought to develop a volume that focused on rural
education in the aftermath of the decision. Most of the education
policy and education reform literature caters to urban and suburban
contexts, and very few academic books and journal articles-with the
exception of research conducted by Craig, Amy, and Caitlin Howley
and the Journal for Research on Rural Education-focus on rural
education in the US. Thus, we wanted this volume to focus on the
politics of educational opportunity in rural contexts. There is a
paucity of rigorous research that examines how education policy
affects the conditions of rural education. More specifically,
research is scarce in examining the ways in which students in rural
schools and districts have access to educational opportunities,
although approximately one?third of all public schools are located
in rural areas (Ayers, 2011). Educational opportunity in rural
districts has been plagued by geographic isolation, loss of
economic bases, and lack of capital (both financial and political)
to voice the need for resources. To be clear, this volume does not
present chapters that detail educational opportunity in rural
districts and schools from a deficit perspective. Instead, chapters
in this volume offer insight into both micro? and macro?level
policies and practices that shape educational opportunities for
students in rural schools and districts. As such, chapters in this
volume investigate the "now" of educational opportunity for rural
students and makes recommendations and suggestions for "later".
Given that, we are reminded of James Coleman's (1975) thesis,
"Education is a means to an end, and equal opportunity refers to
later in life rather than the educational process itself" (p.28).
This book will be organized into two distinct sections. The first
section, comprised of chapters that examine educational opportunity
in rural districts from a micro?level perspective, is devoted to
chapters that broadly examine the implications of state and federal
policy on educational opportunity in rural schools and districts.
The second section, which includes case studies of rural districts
in the American South, Appalachia, and the Northeast, takes a
macro?level approach to examining educational opportunity in rural
districts. Combined, chapters throughout the book provide readers
with both an overview and a specific snapshot of educational
opportunity in rural schools. Given the breadth and scope of
chapters included in this volume, we believe the book adds
tremendously to the education policy literature, as this vantage
point has rarely been included in larger education policy
discussions.
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