Rurality and education relations: Metro-centricity and local values in rural communities and rural schools

Based on ethnographic fieldwork in six different types of rural area and their schools in different parts of Sweden, this article identifies how rural schools relate to the local place and discusses some of the educational implications from this. Recurrent references to the local community were pres...

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Published inEuropean educational research journal EERJ Vol. 18; no. 1; pp. 19 - 33
Main Authors Beach, Dennis, Johansson, Monica, Öhrn, Elisabet, Rönnlund, Maria, Per-Åke, Rosvall
Format Journal Article
LanguageEnglish
Published London, England SAGE Publications 01.01.2019
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Abstract Based on ethnographic fieldwork in six different types of rural area and their schools in different parts of Sweden, this article identifies how rural schools relate to the local place and discusses some of the educational implications from this. Recurrent references to the local community were present in some schools and people there explicitly positioned themselves in the local rural context and valorised rurality positively in education exchanges, content and interactions, with positive effects on young people’s experiences of participation and inclusion. These factors tended to occur in sparsely populated areas. An emphasis on nature and its value as materially vital in people’s lives was present as was a critique of middle-class metrocentricity. Such values and critique seemed to be absent in other areas, where rurality was instead often represented along the metrocentric lines of a residual space in modernizing societies.
AbstractList Based on ethnographic fieldwork in six different types of rural area and their schools in different parts of Sweden, this article identifies how rural schools relate to the local place and discusses some of the educational implications from this. Recurrent references to the local community were present in some schools and people there explicitly positioned themselves in the local rural context and valorised rurality positively in education exchanges, content and interactions, with positive effects on young people's experiences of participation and inclusion. These factors tended to occur in sparsely populated areas. An emphasis on nature and its value as materially vital in people's lives was present as was a critique of middle-class metrocentricity. Such values and critique seemed to be absent in other areas, where rurality was instead often represented along the metrocentric lines of a residual space in modernizing societies.
© 2018, The Author(s) 2018. Based on ethnographic fieldwork in six different types of rural area and their schools in different parts of Sweden, this article identifies how rural schools relate to the local place and discusses some of the educational implications from this. Recurrent references to the local community were present in some schools and people there explicitly positioned themselves in the local rural context and valorised rurality positively in education exchanges, content and interactions, with positive effects on young people’s experiences of participation and inclusion. These factors tended to occur in sparsely populated areas. An emphasis on nature and its value as materially vital in people’s lives was present as was a critique of middle-class metrocentricity. Such values and critique seemed to be absent in other areas, where rurality was instead often represented along the metrocentric lines of a residual space in modernizing societies.
Author Johansson, Monica
Per-Åke, Rosvall
Beach, Dennis
Öhrn, Elisabet
Rönnlund, Maria
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Snippet Based on ethnographic fieldwork in six different types of rural area and their schools in different parts of Sweden, this article identifies how rural schools...
© 2018, The Author(s) 2018. Based on ethnographic fieldwork in six different types of rural area and their schools in different parts of Sweden, this article...
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SubjectTerms Criticism
Economic Factors
education markets
Educational Attitudes
Educational Experience
Educational Opportunities
Educational Policy
educational work
Ethnography
Foreign Countries
Forestry
Inclusion
Local Issues
Middle Class
multi-sited ethnography
Neighborhood Schools
Pedagogik
pedagogiskt arbete
Pedagogy
Place Based Education
Rural
Rural Areas
Rural Schools
Rural Urban Differences
Social Values
urban
Title Rurality and education relations: Metro-centricity and local values in rural communities and rural schools
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Volume 18
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