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Rurality and Education de Barbara Pini

Rurality and Education

Editat de Barbara Pini, Robyn Mayes, Laura Rodriguez Castro
en Limba Engleză Hardback – 30 oct 2018
This book broadens the scope of the subject of rural education and enlivens the ways in which the subject may be studied. Through textual and visual analysis of a range of sources – including young adult novels, the farming simulation game ‘Hay Day’ and reality television programs – the contributors investigate how the lives of young people in rural spaces are mediated by a range of social locations including class, ethnicity and sexuality. Additionally, through rich and detailed ethnographic work, the book explores the complicated and multifaceted meanings of rural places and examines how these meanings shape experiences of schooling for teachers and students. In doing so, the book embeds the study of rural education in explorations of patrilineal inheritance on family farms, international migration, globalisation and economic restructuring. It aims to start a conversation about the robust and complex ways in which the confluence between ‘rural’ and ‘education’ may be imagined, experienced and researched.
This book was originally published as a special issue of Discourse: Studies in the Cultural Politics of Education.
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Specificații

ISBN-13: 9780367001629
ISBN-10: 0367001624
Pagini: 152
Dimensiuni: 174 x 246 mm
Greutate: 0.45 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Locul publicării:Oxford, United Kingdom

Public țintă

Postgraduate and Undergraduate

Cuprins

Introduction: beyond stock photographs – imagining, experiencing, and researching rural education  1. ‘A space for you to be who you are’: an ethnographic portrait of reterritorializing Indigenous student identities  2. Redefining rurality: cosmopolitanism, whiteness, and the New Latino Diaspora  3. Representations of rural lesbian lives in young adult fiction  4. The rhetoric of the real: stereotypes of rural youth in American reality television and stock photography  5. Using critical and post-critical pedagogies to pick at the seams of patriarchy from ‘the inside’  6. The farm as an educative tool in the development of place attachments among Irish farm youth  7. ‘A new life in the countryside awaits’: interactive lessons in the rural utopia in ‘farming’ simulation games  8. Encountering education in the rural: migrant women’s perspectives  9. Rural youth out-migration and education: challenges to aspirations discourse in mobile modernity  10. (Re)constructing rurality through skilled trades training

Notă biografică

Barbara Pini is a Professor in the School of Humanities, Languages and Social Sciences at Griffith University, Brisbane, Australia. Her research focuses on social inequality in rural communities. She has undertaken research which examines the intersections of gender and rurality and explored how gender and rurality are mediated by social locations such as disability, class, sexuality, youth, ethnicity and Indigeneity to create inclusions and exclusions.
Robyn Mayes is an Associate Professor in the School of Management at Queensland University of Technology, Brisbane, Australia. Her research interests include labour migration, gender, rurality and community. This research is grounded in empirical work which critically examines the Australian mining sector, but also encompasses temporary migration, fly-in-fly-out mobilities, corporate social responsibility, women and work and the place of local communities.
Laura Rodriguez Castro is a Postdoctoral Research Fellow in the School of Social Sciences at the University of Queensland, Brisbane, Australia. Her research interests are in the areas of visual methods, rural studies, feminist research, de(s)colonialism and Latin American studies. She is also involved in community activism and freelancing.

Descriere

This book explores how young people’s lives in rural spaces are mediated by factors including class, ethnicity and sexuality. It asks how the confluence between ‘rural’ and ‘education’ may be imagined, experienced and researched. This book was first published as a special issue of Discourse: Studies in the Cultural Politics of Education.