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This book provides authentic accounts of the effects of the
revolutionary political reform experienced in the past half century
on education in Europe's considerable rural hinterland. These
reforms include the liberation of the Baltic and Eastern European
states from Soviet communist domination, the 'eurozone' economic
crises, and the current and future migration of people fleeing war
and poverty from the Middle East and Africa. Overshadowing these
events are so-called global forces which champion economies of
scale and pressurize academic performance as keys to economic
success. Trapped in this distal whirlwind of change are 1000s of
small and/or rural elementary schools and the life chances of more
1000s of young children. The research presented here unveils the
unseen and under-reported consequences of top-down, urban-oriented
educational policies on children's and communities' experience of
place and space. Exposure of these conditions in rural Europe is
long overdue, but obscured for decades by political extremes of
left and right. Yet, the lived reality of peremptory and swathing
school closure programmes, and poverty inflicted on rural
populations in parts of Eastern Europe is relatively unreported in
the western educational literature - a situation exacerbated by the
virtual invisibility of rural educational research generally. The
chapters in this book reveal the insights of social science
scholars from 11 European countries including those from low GDP,
formerly soviet bloc countries, recently enabled to present their
research at western European conferences such as the European
Educational Research Association. Their research will inform and
alert education academics, researchers and professionals to these
rural European educational contexts. The research methodologies
reported are diverse and innovative. The national context chapters
are complemented by overview chapters which survey and synthesise
(i)definitions and conceptualisations of rural, (ii) pan-European
appraisal of educational, structural and geospatial statistics on
small and rural schools, and (iii) identify key messages for better
understanding of the rural situation in European research, policy
and practice. Crucially, despite the gloom, the authors report
positive strategies for rural school survival at governmental
and/or school andcommunity levels, that include community
involvement, rural educational tourism, and deliberative
inter-community school network planning.
This book provides authentic accounts of the effects of the
revolutionary political reform experienced in the past half century
on education in Europe's considerable rural hinterland. These
reforms include the liberation of the Baltic and Eastern European
states from Soviet communist domination, the 'eurozone' economic
crises, and the current and future migration of people fleeing war
and poverty from the Middle East and Africa. Overshadowing these
events are so-called global forces which champion economies of
scale and pressurize academic performance as keys to economic
success. Trapped in this distal whirlwind of change are 1000s of
small and/or rural elementary schools and the life chances of more
1000s of young children. The research presented here unveils the
unseen and under-reported consequences of top-down, urban-oriented
educational policies on children's and communities' experience of
place and space. Exposure of these conditions in rural Europe is
long overdue, but obscured for decades by political extremes of
left and right. Yet, the lived reality of peremptory and swathing
school closure programmes, and poverty inflicted on rural
populations in parts of Eastern Europe is relatively unreported in
the western educational literature - a situation exacerbated by the
virtual invisibility of rural educational research generally. The
chapters in this book reveal the insights of social science
scholars from 11 European countries including those from low GDP,
formerly soviet bloc countries, recently enabled to present their
research at western European conferences such as the European
Educational Research Association. Their research will inform and
alert education academics, researchers and professionals to these
rural European educational contexts. The research methodologies
reported are diverse and innovative. The national context chapters
are complemented by overview chapters which survey and synthesise
(i)definitions and conceptualisations of rural, (ii) pan-European
appraisal of educational, structural and geospatial statistics on
small and rural schools, and (iii) identify key messages for better
understanding of the rural situation in European research, policy
and practice. Crucially, despite the gloom, the authors report
positive strategies for rural school survival at governmental
and/or school andcommunity levels, that include community
involvement, rural educational tourism, and deliberative
inter-community school network planning.
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