Pub Date : 2020-01-01DOI: 10.1007/978-3-319-95870-5_300028
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Véronique Dupéré, Mélissa Goulet, Isabelle Archambault, Eric Dion, Tama Leventhal, Robert Crosnoe
This study examined whether recent disruptive events would increase the likelihood of high school dropout among both rural and urban youths, and whether the types of disruptive events preceding dropout would be different in rural vs. urban environments. Based on interviews conducted with early school leavers and matched at-risk schoolmates (N = 366) in 12 disadvantaged Canadian high schools, recent disruptive events appeared to generally trigger dropout. However, the prevalence of some types of events associated with dropout varies according to the environment. In agreement with social disorganization and formal/informal social control models, crises involving child welfare services or the juvenile justice system (e.g., an arrest after a fight) represented a lower share of triggering events among rural than urban leavers (8% vs. 26%, respectively), whereas those involving peer conflicts and rejection (e.g., exclusion from one's peer group) were overrepresented among rural compared to urban leavers (26% vs. 10%, respectively). These differences are thought to represent upsides and downsides associated with the relative density, stability, and overlapping nature of rural adolescents' social networks. Practical implications are discussed, notably regarding the relevance and contextual adaptation of prevention programs as a function of place.
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Wuthnow, R. (2013). Small-town America: Finding Community, Shaping the Future. Princeton, NJ: Princeton University Press.Citation: Hardre, P. L. (2017). Book review of "Small-town America: Finding community, shaping the future." Journal of Research in Rural Education, 32(3), 1-4.Robert Wuthnow's Small-Town America: Finding Community, Shaping the Future is an easy read that belies the importance and complexity of its content. From the start of this book, Wuthnow lays out contrasts in perspective of current and historic issues that shape small towns in the United States. He offers an inside perspective on small and rural communities, with a craft for framing questions clearly, and even provocatively.Wuthnow uses the term "small town" more prominently than "rural," focusing on community size rather than geographic proximity to urban centers. However, rural researchers recognize that small size is a key component of the nature and definition of rural communities, along with locale. The author directly contrasts the characteristics of small towns with those of urban centers and uses the term "rural" alongside "small towns." The reader quickly realizes that Small-Town America is describing the places and issues that represent what rural education researchers recognize as "rural."Style, Balance, and PerspectiveSmall-Town America begins with an overview that provides a broad sense of the range of places labeled as "small towns." Wuthnow then examines conditions that exist in small and rural towns and impact rural education- but are rarely discussed when the focus is on schools. This book broadens the reader's view to a host of sociological and cultural issues that exist in some form, albeit to greater and lesser degrees, in most rural places.Wuthnow makes note of the change and adaptation that has occurred in small communities in response to political, social, and economic shifts. He describes changes in traditional jobs and community roles, such as the rural county extension agent moving from predominantly being an agricultural and farming advisor to serving as a consultant for non-farming residents about lawns and gardens and educating the community at large about pesticides. Though Wuthnow focuses on his own particular case examples, it is in such a compelling way that we cannot help but reflect on how those characteristics play out in the rural places we know.Research and SourcesThe core of information in Small-Town America is based on Wuthnow's own qualitative research data, which he has collected from interviews with 700 people in 300 towns in 43 states, including leaders and ordinary residents. He has compared these data to similar and related research in cities and suburbs. He primarily presents those data as case examples to illustrate the themes and trends on which he focuses in the book chapters. Wuthnow does not limit himself to presenting his own research, however. Rather, he undergirds his data and patterns of findings with a rich layer of
{"title":"Small-Town America: Finding Community, Shaping the Future","authors":"P. Hardré","doi":"10.5860/choice.51-2385","DOIUrl":"https://doi.org/10.5860/choice.51-2385","url":null,"abstract":"Wuthnow, R. (2013). Small-town America: Finding Community, Shaping the Future. Princeton, NJ: Princeton University Press.Citation: Hardre, P. L. (2017). Book review of \"Small-town America: Finding community, shaping the future.\" Journal of Research in Rural Education, 32(3), 1-4.Robert Wuthnow's Small-Town America: Finding Community, Shaping the Future is an easy read that belies the importance and complexity of its content. From the start of this book, Wuthnow lays out contrasts in perspective of current and historic issues that shape small towns in the United States. He offers an inside perspective on small and rural communities, with a craft for framing questions clearly, and even provocatively.Wuthnow uses the term \"small town\" more prominently than \"rural,\" focusing on community size rather than geographic proximity to urban centers. However, rural researchers recognize that small size is a key component of the nature and definition of rural communities, along with locale. The author directly contrasts the characteristics of small towns with those of urban centers and uses the term \"rural\" alongside \"small towns.\" The reader quickly realizes that Small-Town America is describing the places and issues that represent what rural education researchers recognize as \"rural.\"Style, Balance, and PerspectiveSmall-Town America begins with an overview that provides a broad sense of the range of places labeled as \"small towns.\" Wuthnow then examines conditions that exist in small and rural towns and impact rural education- but are rarely discussed when the focus is on schools. This book broadens the reader's view to a host of sociological and cultural issues that exist in some form, albeit to greater and lesser degrees, in most rural places.Wuthnow makes note of the change and adaptation that has occurred in small communities in response to political, social, and economic shifts. He describes changes in traditional jobs and community roles, such as the rural county extension agent moving from predominantly being an agricultural and farming advisor to serving as a consultant for non-farming residents about lawns and gardens and educating the community at large about pesticides. Though Wuthnow focuses on his own particular case examples, it is in such a compelling way that we cannot help but reflect on how those characteristics play out in the rural places we know.Research and SourcesThe core of information in Small-Town America is based on Wuthnow's own qualitative research data, which he has collected from interviews with 700 people in 300 towns in 43 states, including leaders and ordinary residents. He has compared these data to similar and related research in cities and suburbs. He primarily presents those data as case examples to illustrate the themes and trends on which he focuses in the book chapters. Wuthnow does not limit himself to presenting his own research, however. Rather, he undergirds his data and patterns of findings with a rich layer of ","PeriodicalId":73935,"journal":{"name":"Journal of research in rural education","volume":"32 1","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2017-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46551332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pini, B., Brandth, B., & Little, J. (Eds.) (2015). Feminisms and ruralities. Lanham, MD: Lexington Books.In their new edited book, Feminisms and Ruralities, Barbara Pini, Berit Brandth, and Jo Little bring together a collection of essays that discuss the intersection of feminism and rural studies. The plural in the title of their edited volume reveals their concerns and aims: to bring into conversation the multiplicity of feminisms and ruralities that intersect with and impact rural everyday lives. That is, a driving force in their book is to highlight the different ontological manifestations of feminism and rurality; how and why they intersect; what can they tell us about the profound social, economic, and cultural structural changes in rural life; and how they challenge traditional assumptions of rural identities. The result is an important book that illustrates the complexity and contested nature of both concepts, and that highlights the theoretical and empirical work that has been done and needs to follow in order to fill the research gap around the concept of difference in rural spaces.The book is divided in two sections: "The Feminist Movement and Rural Women" and "Feminist Perspectives of Rurality." The introduction and conclusion, which sit outside these two sections, are not to be missed. In the former, the three editors set the agenda of the volume in an astute, complex, and elegant way, but most importantly, they outline the varied epistemological and methodological contributions that feminism has made to the field of rural studies. For example, they argue that feminism introduced gender as an important analytical category to challenge the masculinized political economy view of rural studies and practices. Nonetheless, and surprisingly to me, Pini, Brandth, and Little are also pessimistic about the continuous "specialized and discrete" place that feminist critique occupies in rural studies (p. 3). For instance, from the first sentence of the book, the authors claim that their starting point is to question and problematize why different forms of feminism have not been taken up by rural research. The editors speculate that the reasons might be anchored in the urban profile of many feminists in academia and/or stereotypes of rural women as conservative subjects who are detached from the gender egalitarian cause and thus not a prime focus for research. I agree with them that feminist studies have concentrated on urban rather than rural spaces. However, I believe that recent handbooks on rural studies (e.g. Cloke, Mardsen & Mooney, 2006; Shucksmith & Brown, 2016) and the important work of some of the editors and contributors to this book (e.g., Sally Shortall, Lia Bryant) over the years challenge this pessimistic view by the authors.The first part of the book, "The Feminist Movement and Rural Women," addresses and recognizes the long political history of rural women in the feminist cause (e.g., in suffrage movements, law reform, and agricul
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American Indian/First Nations Schooling: From the Colonial Period to the Present Citation: Charley, E. (2013). Review of the book American Indian/First Nations schooling: From the colonial period to the present, by C.L. Glenn. Journal of Research in Rural Education, 28(1), 1-5.American Indian/First Nations Schooling: From the Colonial Period to the Present is Charles L. Glenn's analysis of the schooling of the North American Indian through an educational policy and administration perspective. While the title implies a chronological outline of Indian education, each chapter title presents a particular subject within Indian education, while the chapter explores the historical background with regard to the subject.Within the preface of the book, Glenn identifies himself as an educational policy and administration specialist, a participant in the 1960s social justice movement, and a former government official, all of which inform his historical perspective on American Indian education. While I appreciated this professional introduction to Glenn, I found the author's perspective to be highly controversial, and will likely astound American Indian scholars sensitive to the historical and ongoing miseducation of American Indians. In particular, I raise issue with a number of problematic assertions in the book regarding Indian identity, the social, cultural and educational outcomes of residential, missionary, and boarding schools, and finally Glenn's "ideal world" regarding Indian education. I address each of these points in the review that follows.My contention with the book has nothing to do with the research that Glenn conducted. The book effectively presents the various, often-opposing perspectives of the purpose of Indian education, from government agents, tribal leaders, and general educators (including missionary, residential, and boarding school educators), giving appropriate space to each view. I also appreciated the identification of several different problems within Indian education, including inner group divisiveness, differing opinions on the appropriateness of tribal culture and language in the curriculum, and funding issues. However, Glenn's analysis and conclusions offer superficial solutions, in the process criticizing American Indians, while rationalizing the motives of educators. Largely this is due to a misunderstanding of identity, an issue with which I believe rural educators and researchers will empathize.IdentityIn order to understand my critique of Glenn's analysis, an understanding of Native identity is important. Faircloth and Tippeconnic III (2011) explain that Native identity is tied to the place one comes from. This place is not so much geographical in nature, but rather is epistemological, in which language, culture, and place of origin, within the context of historical experiences, shape one's identity (Faircloth & Tippeconnic III, 2011). Within the book, Glenn never explores this definition of identity, but instead challen
美国印第安人/第一民族学校教育:从殖民时期到现在引文:Charley, E.(2013)。书评美国印第安人/第一民族的学校教育:从殖民时期到现在，作者:C.L.格伦农村教育研究，28(1)，1-5。《美洲印第安人/第一民族学校教育:从殖民时期到现在》是查尔斯·l·格伦从教育政策和管理的角度对北美印第安人学校教育的分析。虽然标题暗示了印度教育的时间顺序大纲，但每章标题都呈现了印度教育中的一个特定主题，而本章则探讨了有关该主题的历史背景。在这本书的序言中，格伦将自己定位为教育政策和管理专家、20世纪60年代社会正义运动的参与者、前政府官员，所有这些都体现了他对美国印第安人教育的历史看法。虽然我很欣赏这种对格伦的专业介绍，但我发现作者的观点极具争议性，可能会震惊那些对美国印第安人的历史和目前的错误教育敏感的美国印第安人学者。特别是，我对书中关于印度人身份、寄宿学校、传教士学校和寄宿学校的社会、文化和教育成果的一些有问题的断言提出了质疑，最后是格伦关于印度教育的“理想世界”。我将在下面的评论中逐一说明这些问题。我对这本书的争论与格伦所做的研究无关。这本书从政府官员、部落领袖和普通教育工作者(包括传教士、寄宿学校和寄宿学校的教育工作者)的角度，有效地展示了印度教育目的的各种观点，通常是相反的观点，并为每种观点提供了适当的空间。我也很欣赏他对印度教育中几个不同问题的识别，包括内部群体的分裂，对部落文化和语言在课程中的适当性的不同意见，以及资金问题。然而，格伦的分析和结论提供了肤浅的解决方案，在批评美洲印第安人的过程中，同时合理化了教育者的动机。这在很大程度上是由于对身份的误解，我相信农村教育工作者和研究人员会对这个问题感同身受。为了理解我对格伦分析的批判，理解土著身份是很重要的。Faircloth和Tippeconnic III(2011)解释说，土著身份与一个人来自的地方有关。这个地方在本质上不是地理上的，而是认识论上的，在历史经验的背景下，语言、文化和原籍地塑造了一个人的身份(Faircloth & Tippeconnic III, 2011)。在书中，格伦从未探讨过身份的定义，而是挑战了那些坚持认为身份对于理解印度教育的重要性和意义的人的观念。在最后一章中，格伦认为，随着时间的推移，泛印第安人身份已经出现，这种身份超越了特定的部落身份和文化，是一种共同经历过(白人)多数社会迫害和边缘化的历史身份。然而，格伦认为，直接与少数民族学生打交道的专业人士，包括教师、社会工作者、社区组织者、少数民族选举和任命的官员，以及专门研究少数民族语言和文化的教授和研究人员，是制造和促进与“东道国”社会持续分离的共谋者(第197页)。特别是，他认为这些个体成为“操纵象征、工具和情感的专家”，这样做，“他们自己可能在东道国社会中获得高水平的参与，同时依赖于一群追随者的持续存在，而这些追随者恰恰没有融入社会”(p. ...)
{"title":"American Indian/First Nations Schooling: From the Colonial Period to the Present","authors":"E. Charley","doi":"10.5860/choice.49-2875","DOIUrl":"https://doi.org/10.5860/choice.49-2875","url":null,"abstract":"American Indian/First Nations Schooling: From the Colonial Period to the Present Citation: Charley, E. (2013). Review of the book American Indian/First Nations schooling: From the colonial period to the present, by C.L. Glenn. Journal of Research in Rural Education, 28(1), 1-5.American Indian/First Nations Schooling: From the Colonial Period to the Present is Charles L. Glenn's analysis of the schooling of the North American Indian through an educational policy and administration perspective. While the title implies a chronological outline of Indian education, each chapter title presents a particular subject within Indian education, while the chapter explores the historical background with regard to the subject.Within the preface of the book, Glenn identifies himself as an educational policy and administration specialist, a participant in the 1960s social justice movement, and a former government official, all of which inform his historical perspective on American Indian education. While I appreciated this professional introduction to Glenn, I found the author's perspective to be highly controversial, and will likely astound American Indian scholars sensitive to the historical and ongoing miseducation of American Indians. In particular, I raise issue with a number of problematic assertions in the book regarding Indian identity, the social, cultural and educational outcomes of residential, missionary, and boarding schools, and finally Glenn's \"ideal world\" regarding Indian education. I address each of these points in the review that follows.My contention with the book has nothing to do with the research that Glenn conducted. The book effectively presents the various, often-opposing perspectives of the purpose of Indian education, from government agents, tribal leaders, and general educators (including missionary, residential, and boarding school educators), giving appropriate space to each view. I also appreciated the identification of several different problems within Indian education, including inner group divisiveness, differing opinions on the appropriateness of tribal culture and language in the curriculum, and funding issues. However, Glenn's analysis and conclusions offer superficial solutions, in the process criticizing American Indians, while rationalizing the motives of educators. Largely this is due to a misunderstanding of identity, an issue with which I believe rural educators and researchers will empathize.IdentityIn order to understand my critique of Glenn's analysis, an understanding of Native identity is important. Faircloth and Tippeconnic III (2011) explain that Native identity is tied to the place one comes from. This place is not so much geographical in nature, but rather is epistemological, in which language, culture, and place of origin, within the context of historical experiences, shape one's identity (Faircloth & Tippeconnic III, 2011). Within the book, Glenn never explores this definition of identity, but instead challen","PeriodicalId":73935,"journal":{"name":"Journal of research in rural education","volume":"28 1","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71136113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
List of Tables Foreword by George Theoharis Acknowledgements PART I. LEADERSHIP FOR PARTNERSHIPS: DELINEATING THE FIELD Chapter 1. Introduction: Why Leadership for Partnerships? Susan Auerbach Chapter 2. Edging In: Locating a Focus on School-Family-Community Partnerships within the Scholarship of Educational Leadership Carolyn Riehl Chapter 3. Conceptualizing Leadership for Authentic Partnerships: A Continuum to Inspire Practice Susan Auerbach PART II. LEADING PARTNERSHIPS ACROSS DIFFERENCE: NAVIGATING RACE, CLASS, CULTURE, AND POWER Chapter 4. Enlisting Collective Help: Urban Principals' Encouragement of Parent Participation in School Decision-Making John Rogers, Rhoda Freelon, Veronica Terriquez Chapter 5. Advocacy-based Partnerships, Special Education, and African American Families: Resisting the Politics of Containment April Ruffin-Adams and Camille M. Wilson Chapter 6. Authentic Engagement with Bicultural Parents and Communities: The Role of School Leaders Edward M. Olivos PART III. LEADING PARTNERSHIPS THROUGH POLICY AND PROGRAM DEVELOPMENT Chapter 7. Policy Aspirations and Dilemmas of Implementation: Leadership for Partnerships in Ontario, Canada Joseph Flessa and Helene Gregoire Chapter 8. Creating Organizational Cultures of Family and Community Engagement: The Impact of District Policies and Practices on School Leaders Molly F. Gordon Chapter 9. Parents as Action Learners and Leaders: Lessons for Administrators in Working with Families and Intermediary Organizations Janet H. Chrispeels Chapter 10. Supporting Teacher Leadership for Partnerships: A Case Study of the School-Community Partnership Process Catherine M. Hands PART IV. NEW CONTEXTS AND CHALLENGES IN LEADERSHIP FOR PARTNERSHIPS Chapter 11. Target, Strategic Partner, Critical Friend? Relationships between School Leaders and Community Organizing Groups Sara McAlister, Heinrich Mintrop, Seenae Chong, and Michelle Renee Chapter 12. Dynamics of Parent Involvement in Urban Charter Schools: Parents' Perceptions, Principals' Expectations, and Student Achievement Marc L. Stein, Ellen Goldring, and Claire Smrekar Chapter 13. Conversations with Community-Oriented Educational Leaders Susan Auerbach Chapter 14. Conclusion Susan Auerbach Notes on the Contributors Index
乔治·西奥哈里斯前言致谢第一部分:伙伴关系的领导:划定领域第1章。导言:为什么要领导伙伴关系?苏珊·奥尔巴赫在教育领导的奖学金中定位学校-家庭-社区伙伴关系的焦点卡罗琳·里尔第3章。为真正的伙伴关系概念化领导:激励实践的连续体苏珊·奥尔巴赫第二部分。跨差异领导伙伴关系:驾驭种族、阶级、文化和权力第4章。寻求集体帮助:城市校长鼓励家长参与学校决策(第5章)以倡导为基础的伙伴关系、特殊教育和非裔美国人家庭:抵制遏制政治April Ruffin-Adams和Camille M. Wilson与双文化父母和社区的真实接触:学校领导的角色(第三部分)。通过政策和项目发展领导伙伴关系。政策期望与实施困境:加拿大安大略省伙伴关系的领导创建家庭和社区参与的组织文化:地区政策和实践对学校领导的影响Molly F. Gordon作为行动学习者和领导者的父母:管理者与家庭和中介组织合作的经验教训。支持教师领导伙伴关系:学校-社区伙伴关系过程的案例研究。第四部分:伙伴关系领导的新背景和挑战。目标、战略合作伙伴、关键朋友?学校领导与社区组织团体的关系莎拉·麦卡利斯特，海因里希·明特洛普，塞娜·庄，米歇尔·蕾妮城市特许学校中家长参与的动态:家长感知、校长期望和学生成就。对话与社区为导向的教育领袖苏珊奥尔巴赫第14章。Susan Auerbach关于贡献者索引的注释
{"title":"School Leadership for Authentic Family and Community Partnerships: Research Perspectives for Transforming Practice.","authors":"Susan Auerbach","doi":"10.4324/9780203814437","DOIUrl":"https://doi.org/10.4324/9780203814437","url":null,"abstract":"List of Tables Foreword by George Theoharis Acknowledgements PART I. LEADERSHIP FOR PARTNERSHIPS: DELINEATING THE FIELD Chapter 1. Introduction: Why Leadership for Partnerships? Susan Auerbach Chapter 2. Edging In: Locating a Focus on School-Family-Community Partnerships within the Scholarship of Educational Leadership Carolyn Riehl Chapter 3. Conceptualizing Leadership for Authentic Partnerships: A Continuum to Inspire Practice Susan Auerbach PART II. LEADING PARTNERSHIPS ACROSS DIFFERENCE: NAVIGATING RACE, CLASS, CULTURE, AND POWER Chapter 4. Enlisting Collective Help: Urban Principals' Encouragement of Parent Participation in School Decision-Making John Rogers, Rhoda Freelon, Veronica Terriquez Chapter 5. Advocacy-based Partnerships, Special Education, and African American Families: Resisting the Politics of Containment April Ruffin-Adams and Camille M. Wilson Chapter 6. Authentic Engagement with Bicultural Parents and Communities: The Role of School Leaders Edward M. Olivos PART III. LEADING PARTNERSHIPS THROUGH POLICY AND PROGRAM DEVELOPMENT Chapter 7. Policy Aspirations and Dilemmas of Implementation: Leadership for Partnerships in Ontario, Canada Joseph Flessa and Helene Gregoire Chapter 8. Creating Organizational Cultures of Family and Community Engagement: The Impact of District Policies and Practices on School Leaders Molly F. Gordon Chapter 9. Parents as Action Learners and Leaders: Lessons for Administrators in Working with Families and Intermediary Organizations Janet H. Chrispeels Chapter 10. Supporting Teacher Leadership for Partnerships: A Case Study of the School-Community Partnership Process Catherine M. Hands PART IV. NEW CONTEXTS AND CHALLENGES IN LEADERSHIP FOR PARTNERSHIPS Chapter 11. Target, Strategic Partner, Critical Friend? Relationships between School Leaders and Community Organizing Groups Sara McAlister, Heinrich Mintrop, Seenae Chong, and Michelle Renee Chapter 12. Dynamics of Parent Involvement in Urban Charter Schools: Parents' Perceptions, Principals' Expectations, and Student Achievement Marc L. Stein, Ellen Goldring, and Claire Smrekar Chapter 13. Conversations with Community-Oriented Educational Leaders Susan Auerbach Chapter 14. Conclusion Susan Auerbach Notes on the Contributors Index","PeriodicalId":73935,"journal":{"name":"Journal of research in rural education","volume":"215 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2011-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70596422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rural Education for the Twenty-First Century: Identity, Place, and Community in a Globalizing World Citation: Woodrum, A. (2011). Book review "Rural education for the twenty-first century: Identity, place, and community in a globalizing world." Journal of Research in Rural Education, 26(5). Retrieved from http://jrre.psu.edu/articles/26-5.pdf. When early last year a high-ranking official from the federal Department of Education visited us in New Mexico, I was invited to act as one of his guides, to set up a tour for him at two schools. With the dramatic infusion of Race to the Top funds into education, and in particular into states like New Mexico where achievement data have consistently indicated that our students rank near the bottom nationally, his stated goal was to understand better the challenges we face. With the collaboration of an urban principal, we hosts were soon able to arrange for our guest to tour an ethnically diverse, low SES elementary school in Albuquerque. But we also wanted our guest to get a sense of rural education in the state. Arranging for that, however, required more planning, for I wanted the official to get an overview, not just of a particular rural school, but a sense of New Mexico's ethnic, linguistic, and geographic complexity. In the end, we were welcomed into a small high school located in the high desert, west of Albuquerque where the population is predominately Native and Hispanic. Our guest immediately noticed that the school's central plaza bore little resemblance to the architecture of the public schools he had visited thus far. Each of the four sides of the plaza had been built to echo the facades of the ancient churches in the four villages from which the school's students came. As we toured the facility, observing classes, speaking to students and teachers and a couple of school board members, I could see that his disorientation was growing. Finally, as we were standing in the doorway of a classroom where the lesson was being taught in the language of the local indigenous people, he whispered, "Tell me what I am looking at." Only later that day, on the drive back to his hotel, were we able to address his concerns in any kind of depth. As we discussed his seemingly simple question and what it revealed about much of officialdom's lack of understanding about rural and local education in America, I realized that an authentic response would require not just an explanation of rural schools, but also one of place and identity, and of the economics of a fast-globalizing world. Rural Education for the Twenty-First Century: Identity, Place, and Community in a Globalizing World (2010), edited by Kai A. Schafft and Alecia Youngblood Jackson, lays out an extremely helpful overview of these deeper educational and cultural issues in a volume of 13 articles. Divided into three parts, the scholars in this book address "Spaces of Identity," "Placing Education," and "Teaching Communities." Had I had this book in hand at th
21世纪的乡村教育:全球化世界中的身份、地方和社区引用:Woodrum, a .(2011)。书评:《21世纪的乡村教育:全球化世界中的身份、地域和社区》。农村教育研究，26(5)。检索自http://jrre.psu.edu/articles/26-5.pdf。去年年初，联邦教育部的一位高级官员来新墨西哥州拜访我们，我应邀担任他的导游之一，为他安排参观两所学校。随着“力争上游”(Race to Top)项目大量投入教育领域，特别是新墨西哥等州，那里的学生成绩数据一直显示我们的学生在全国排名垫底，奥巴马的目标是更好地了解我们面临的挑战。在一位城市校长的合作下，我们的主人很快就安排我们的客人参观了阿尔伯克基一所种族多样化、低社会经济地位的小学。但我们也想让我们的客人对该州的农村教育有个了解。然而，安排这一切需要更多的计划，因为我希望这位官员能得到一个概览，不仅仅是一所特定的农村学校，还要了解新墨西哥州的种族、语言和地理的复杂性。最后，我们被欢迎进入了位于阿尔伯克基西部高沙漠的一所小高中，那里的人口主要是土著和西班牙裔。我们的客人立即注意到，学校的中央广场与他迄今为止参观过的公立学校的建筑几乎没有相似之处。广场的四面都是为了呼应学校学生来自的四个村庄的古老教堂的立面而建造的。当我们参观学校、观察课堂、与学生、老师和几位学校董事会成员交谈时，我可以看出他越来越迷失方向。最后，当我们站在一间教室的门口，教室里正在用当地土著居民的语言授课时，他低声说:“告诉我，我在看什么。”直到那天晚些时候，在开车回他的酒店的路上，我们才能够深入地解决他的担忧。当我们讨论他这个看似简单的问题，以及它所揭示的官场对美国农村和地方教育缺乏了解时，我意识到，一个真实的回答不仅需要解释农村学校，还需要解释地方和身份，以及快速全球化世界的经济学。由Kai a . Schafft和Alecia Youngblood Jackson编辑的《21世纪的农村教育:全球化世界中的身份、地点和社区》(2010)在13篇文章中对这些更深层次的教育和文化问题进行了非常有益的概述。本书分为三个部分，分别论述了“身份空间”、“安置教育”和“教学社区”。如果在我们的客人来访的时候我手里拿着这本书，它的全景式的学术知识将会对解答他的许多问题大有帮助。而不是作为一个工作单元分析教室或学校建筑(如经常在农村教育研究),Schafft和杰克逊的介绍让读者注意到在本卷”前景学校和社区之间的相互关系,以及如何相互关系是受到全球性的本土语境的嵌入式”(p。3)。很大程度上依赖于定性设计“现象学,如民族志、案例研究《21世纪的农村教育》的章节“有意地强调农村人民的观点和声音，”因为他们处于当地的空间中，同时关注着全球背景，在这个背景下，农村被构建、体验和批判”(. ...页)
{"title":"Rural Education for the Twenty-First Century: Identity, Place, and Community in a Globalizing World","authors":"Arlie Woodrum","doi":"10.5860/choice.48-2821","DOIUrl":"https://doi.org/10.5860/choice.48-2821","url":null,"abstract":"Rural Education for the Twenty-First Century: Identity, Place, and Community in a Globalizing World Citation: Woodrum, A. (2011). Book review \"Rural education for the twenty-first century: Identity, place, and community in a globalizing world.\" Journal of Research in Rural Education, 26(5). Retrieved from http://jrre.psu.edu/articles/26-5.pdf. When early last year a high-ranking official from the federal Department of Education visited us in New Mexico, I was invited to act as one of his guides, to set up a tour for him at two schools. With the dramatic infusion of Race to the Top funds into education, and in particular into states like New Mexico where achievement data have consistently indicated that our students rank near the bottom nationally, his stated goal was to understand better the challenges we face. With the collaboration of an urban principal, we hosts were soon able to arrange for our guest to tour an ethnically diverse, low SES elementary school in Albuquerque. But we also wanted our guest to get a sense of rural education in the state. Arranging for that, however, required more planning, for I wanted the official to get an overview, not just of a particular rural school, but a sense of New Mexico's ethnic, linguistic, and geographic complexity. In the end, we were welcomed into a small high school located in the high desert, west of Albuquerque where the population is predominately Native and Hispanic. Our guest immediately noticed that the school's central plaza bore little resemblance to the architecture of the public schools he had visited thus far. Each of the four sides of the plaza had been built to echo the facades of the ancient churches in the four villages from which the school's students came. As we toured the facility, observing classes, speaking to students and teachers and a couple of school board members, I could see that his disorientation was growing. Finally, as we were standing in the doorway of a classroom where the lesson was being taught in the language of the local indigenous people, he whispered, \"Tell me what I am looking at.\" Only later that day, on the drive back to his hotel, were we able to address his concerns in any kind of depth. As we discussed his seemingly simple question and what it revealed about much of officialdom's lack of understanding about rural and local education in America, I realized that an authentic response would require not just an explanation of rural schools, but also one of place and identity, and of the economics of a fast-globalizing world. Rural Education for the Twenty-First Century: Identity, Place, and Community in a Globalizing World (2010), edited by Kai A. Schafft and Alecia Youngblood Jackson, lays out an extremely helpful overview of these deeper educational and cultural issues in a volume of 13 articles. Divided into three parts, the scholars in this book address \"Spaces of Identity,\" \"Placing Education,\" and \"Teaching Communities.\" Had I had this book in hand at th","PeriodicalId":73935,"journal":{"name":"Journal of research in rural education","volume":"26 1","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2011-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71132357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hollowing Out the Middle: The Rural Brain Drain and What It Means for America Citation: Harmon, H. (2010) Book Review "Hollowing out the middle: The rural brain drain and what it means for America." Journal of Research in Rural Education 25(3). Retrieved from http://jrre.psu.edu/articles/25-3.pdf Hollowing out the Middle represents what should be a critically influential study for guiding education reform in rural America. Using survey data from 275 former high school students, in-depth interviews with more than 100 young adults across the nation who attended the high school in the late 1980s and early 1990s, coupled with intensive community-level fieldwork, the husband-wife team of sociology professors, Patrick Carr and Maria Kefalas chronicle the "coming-of-age" experiences of youth who formerly attended high school in "Ellis," Iowa. In the process they uncover how a high school and its community inadvertently contribute to the brain drain and "hollowing out" of a small town in America's heartland. According to Carr and Kefalas, the paths students take are not random, but fairly predictable as "Achievers," "Stayers," "Seekers," and "Returners." Achievers are the high achieving, most-likely-to-succeed youth who are destined for highly regarded colleges-the "best and brightest" kids of Ellis. They spent their adolescence being cultivated by well-intended adults within the school and community who never gave them a chance to settle for the easy route. Singled out for futures that would take them far from the countryside, Achievers receive special treatment. They realize that "earning good grades, displaying good behavior, and being praised...grant special privileges and access to adults who can help them break free of small town life" (p. 31). Stayers, however, are raised to value work, develop responsibility, become independent, and usually marry at a young age. These former students of Ellis High School rationalize it as unwise to spend hard-earned money, or to go seriously in debt, to acquire a higher education when so few local jobs or benefits are available as the reward for the investment in a post-secondary degree. Thus, living in the places where they were raised is reasonable. They like the town, enjoy living in a place where their children can grow up and play freely, and prefer being surrounded by like-minded people. Stayers could not really imagine living anywhere else. Carr and Kefalas note however, that "Stayers are blind to the reality of blue-collar work in a postindustrial economy, forged in their unwavering belief in the work ethic" (p. 66), and as a consequence place themselves in positions of limited economic mobility and frequently at significant economic risk. In Ellis, the Seekers tend to be average students with little interest in remaining in their small town as adults. They come from families of modest means and grow up "into a sort of unselfconscious patriotism" (p. 93), influenced by a culture that highly honors militar
引文:哈蒙，H.(2010)书评《中间空心化:农村人才流失及其对美国的意义》。农村教育研究25(3)。摘自http://jrre.psu.edu/articles/25-3.pdf《中间空心化》一书，它对指导美国农村教育改革具有重要影响。利用275名前高中生的调查数据，对全国100多名在20世纪80年代末和90年代初就读高中的年轻人进行深入访谈，再加上密集的社区层面的实地调查，社会学教授帕特里克·卡尔和玛丽亚·凯法拉斯夫妇团队记录了以前在爱荷华州“埃利斯”上高中的年轻人的“成年”经历。在这个过程中，他们揭示了一所高中及其社区如何在不经意间导致了美国中心地带一个小镇的人才流失和“空心化”。根据Carr和Kefalas的观点，学生们所走的道路并不是随机的，而是相当可预测的:“成功者”、“留留者”、“探索者”和“回归者”。成就者是那些成就卓越、最有可能成功的年轻人，他们注定要进入名牌大学——埃利斯的“最优秀、最聪明”的孩子。他们的青春期是在学校和社区里由善意的成年人培养的，这些成年人从来没有给他们一个机会去满足于简单的道路。成功人士被挑选出来，未来将远离农村，他们会得到特殊待遇。他们意识到“取得好成绩，表现良好，受到表扬……给那些能帮助他们摆脱小镇生活的成年人一些特权和机会”(第31页)。然而，留下来的人被教育要重视工作，培养责任感，变得独立，通常在年轻时结婚。这些埃利斯高中(Ellis High School)的前学生认为，在当地就业机会或福利待遇如此之少的情况下，花血汗钱或负债累累去接受高等教育是不明智的。因此，住在他们长大的地方是合理的。他们喜欢城市，喜欢生活在一个孩子可以自由成长和玩耍的地方，喜欢被志同道合的人包围。留下来的人无法想象住在别的地方。然而，Carr和Kefalas指出，“留守者对后工业经济中蓝领工作的现实视而不见，他们坚定地相信职业道德”(第66页)，因此，他们将自己置于经济流动性有限的位置，并经常面临重大的经济风险。在埃利斯，寻求者往往是普通的学生，对成年后留在他们的小镇几乎没有兴趣。他们来自经济条件一般的家庭，受到高度尊重退伍军人的文化的影响，成长为“一种无意识的爱国主义”(第93页)。求知者不会像成功者那样受到老师的热情鼓励。他们在埃利斯高中的班级排名高于留校生，但低于优等生。渴望体验其他地方的生活，对自己的愿望感到不安和不耐烦，寻求者对未知的渴望促使他们看到埃利斯之外的世界。因此，许多求职者成为军事招募人员的主要目标，他们将埃利斯高中视为“支线学校”。求职者参军可能是既能看世界又能负担得起额外教育的唯一可行途径。“既然军队把自己推销成一个介于就业服务和奖学金项目之间的混合体”(第104页)，对埃利斯高中的许多求职者来说，参军是一种实用的手段，他们希望在以后的生活中上大学并找到一份好工作。最后，回归者，由两类组成:回旋镖和高飞者。…
{"title":"Hollowing out the Middle: The Rural Brain Drain and What It Means for America","authors":"H. Harmon","doi":"10.5860/choice.47-4732","DOIUrl":"https://doi.org/10.5860/choice.47-4732","url":null,"abstract":"Hollowing Out the Middle: The Rural Brain Drain and What It Means for America Citation: Harmon, H. (2010) Book Review \"Hollowing out the middle: The rural brain drain and what it means for America.\" Journal of Research in Rural Education 25(3). Retrieved from http://jrre.psu.edu/articles/25-3.pdf Hollowing out the Middle represents what should be a critically influential study for guiding education reform in rural America. Using survey data from 275 former high school students, in-depth interviews with more than 100 young adults across the nation who attended the high school in the late 1980s and early 1990s, coupled with intensive community-level fieldwork, the husband-wife team of sociology professors, Patrick Carr and Maria Kefalas chronicle the \"coming-of-age\" experiences of youth who formerly attended high school in \"Ellis,\" Iowa. In the process they uncover how a high school and its community inadvertently contribute to the brain drain and \"hollowing out\" of a small town in America's heartland. According to Carr and Kefalas, the paths students take are not random, but fairly predictable as \"Achievers,\" \"Stayers,\" \"Seekers,\" and \"Returners.\" Achievers are the high achieving, most-likely-to-succeed youth who are destined for highly regarded colleges-the \"best and brightest\" kids of Ellis. They spent their adolescence being cultivated by well-intended adults within the school and community who never gave them a chance to settle for the easy route. Singled out for futures that would take them far from the countryside, Achievers receive special treatment. They realize that \"earning good grades, displaying good behavior, and being praised...grant special privileges and access to adults who can help them break free of small town life\" (p. 31). Stayers, however, are raised to value work, develop responsibility, become independent, and usually marry at a young age. These former students of Ellis High School rationalize it as unwise to spend hard-earned money, or to go seriously in debt, to acquire a higher education when so few local jobs or benefits are available as the reward for the investment in a post-secondary degree. Thus, living in the places where they were raised is reasonable. They like the town, enjoy living in a place where their children can grow up and play freely, and prefer being surrounded by like-minded people. Stayers could not really imagine living anywhere else. Carr and Kefalas note however, that \"Stayers are blind to the reality of blue-collar work in a postindustrial economy, forged in their unwavering belief in the work ethic\" (p. 66), and as a consequence place themselves in positions of limited economic mobility and frequently at significant economic risk. In Ellis, the Seekers tend to be average students with little interest in remaining in their small town as adults. They come from families of modest means and grow up \"into a sort of unselfconscious patriotism\" (p. 93), influenced by a culture that highly honors militar","PeriodicalId":73935,"journal":{"name":"Journal of research in rural education","volume":"25 1","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2010-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71129178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"\"Endangered Spaces, Enduring Places: Change, Identity, and Survival in Rural America,\" by Janet M. Fitchen. Book Review.","authors":"Judi Elliott","doi":"10.5860/choice.29-3022","DOIUrl":"https://doi.org/10.5860/choice.29-3022","url":null,"abstract":"","PeriodicalId":73935,"journal":{"name":"Journal of research in rural education","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"1994-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71039829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1993-01-01DOI: 10.1787/9789264174184-5-en
R. Ruopp
{"title":"Students and Learning.","authors":"R. Ruopp","doi":"10.1787/9789264174184-5-en","DOIUrl":"https://doi.org/10.1787/9789264174184-5-en","url":null,"abstract":"","PeriodicalId":73935,"journal":{"name":"Journal of research in rural education","volume":"9 1","pages":"43-46"},"PeriodicalIF":0.0,"publicationDate":"1993-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67575276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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