{"title":"Confronting Spatial Injustice: The Role of Leadership in Improving Equitable Rural Educator Recruitment and Retention","authors":"Henry Tran","doi":"10.1177/0013161X231167168","DOIUrl":null,"url":null,"abstract":"Introduction “Ruralism” is often applied as a pejorative descriptor, motivated from a deficit perspective, that results in discriminatory action infringing upon equal educational opportunity for rural children (Bassett, 2002). Although an awareness of the challenges facing rural schools is growing among education scholars, there remains a paucity of research on rural teachers and leaders. Furthermore, the vast majority of that research has been constrained to an extremely small number of rural-centric journals. Over one-half of all US school districts and one-sixth of all students are in rural contexts (Johnson et al., 2014), yet these constituents are often left behind or forgotten in debates on important educational issues, resulting in the continual undercutting of support for their teachers and educational investments. The authors of the collective of studies published in this special section of Educational Administration Quarterly (EAQ)-argue that specialized focus in a mainstream and non-rural specific academic journal will serve to validate and affirm the importance of research in this understudied area to a broader audience. Our collective work is motivated by a spatial injustice framework that speaks to the uneven geographic distribution of social, economic, and","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"59 1","pages":"384 - 395"},"PeriodicalIF":2.4000,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Administration Quarterly","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/0013161X231167168","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Introduction “Ruralism” is often applied as a pejorative descriptor, motivated from a deficit perspective, that results in discriminatory action infringing upon equal educational opportunity for rural children (Bassett, 2002). Although an awareness of the challenges facing rural schools is growing among education scholars, there remains a paucity of research on rural teachers and leaders. Furthermore, the vast majority of that research has been constrained to an extremely small number of rural-centric journals. Over one-half of all US school districts and one-sixth of all students are in rural contexts (Johnson et al., 2014), yet these constituents are often left behind or forgotten in debates on important educational issues, resulting in the continual undercutting of support for their teachers and educational investments. The authors of the collective of studies published in this special section of Educational Administration Quarterly (EAQ)-argue that specialized focus in a mainstream and non-rural specific academic journal will serve to validate and affirm the importance of research in this understudied area to a broader audience. Our collective work is motivated by a spatial injustice framework that speaks to the uneven geographic distribution of social, economic, and
引言“Ruralism”经常被用作贬义词,其动机是从赤字的角度出发,导致歧视性行动侵犯了农村儿童的平等教育机会(Bassett,2002)。尽管教育学者越来越意识到农村学校面临的挑战,但对农村教师和领导者的研究仍然很少。此外,绝大多数研究都局限于极少数以农村为中心的期刊。超过一半的美国学区和六分之一的学生生活在农村地区(Johnson et al.,2014),但在关于重要教育问题的辩论中,这些选民往往被抛在后面或遗忘,导致对教师和教育投资的支持不断减少。发表在《教育管理季刊》(EAQ)这一特别部分的集体研究的作者认为,主流和非农村特定学术期刊的专门关注将有助于向更广泛的受众验证和肯定这一研究不足领域的研究的重要性。我们的集体工作是由一个空间不公正框架推动的,该框架反映了社会、经济和
期刊介绍:
Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.