Australian and International Journal of Rural Education最新文献

Organising Inclusive Transitions in Vocational Education and Training in a Rural Community in Norway 在挪威农村社区组织职业教育与培训中的包容性过渡

Australian and International Journal of Rural Education Pub Date : 2024-07-18 DOI: 10.47381/aijre.v34i2.717

A. Rapp, Agneta Knutas

{"title":"Organising Inclusive Transitions in Vocational Education and Training in a Rural Community in Norway","authors":"A. Rapp, Agneta Knutas","doi":"10.47381/aijre.v34i2.717","DOIUrl":"https://doi.org/10.47381/aijre.v34i2.717","url":null,"abstract":"Our study examines the organising of transitions in Vocational Education and Training in a rural Norwegian municipality. In Norway, Vocational Education and Training is diverse and interlinked in continual organising. Organising, in this context, is a continuous set of actions forming recognisable patterns that become institutions. An upper secondary Vocational Education and Training case study was conducted in a rural municipality. The case study included interviews with students, teachers, leaders and company representatives. The study investigated in what ways the organising of rural Vocational Education and Training supported students’ crossroads and transitions to limit marginalisation. The findings indicate that actants in the network, as well as a balance between individuals’ needs and labour market requirements, are stabilising factors. The interdisciplinary training office is an important choreographer in active networking, and it is also important for teachers and students to bridge over and interact with Vocational Education and Training companies early on in their education. Transition as a path to inclusion is a learning and developmental process that occurs in continuous, alternating interactions between education and work.","PeriodicalId":171171,"journal":{"name":"Australian and International Journal of Rural Education","volume":" 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141824252","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}

引用次数: 0

Space, Place and Memories 空间、地点和记忆

Australian and International Journal of Rural Education Pub Date : 2024-07-18 DOI: 10.47381/aijre.v34i2.725

Elizabeth Braga

引用次数: 0

Thinking About Rural Education and Binary Logic 对农村教育和二元逻辑的思考

Australian and International Journal of Rural Education Pub Date : 2024-07-18 DOI: 10.47381/aijre.v34i2.742

Anne Paterson, Loreto Abarzúa-Silva, Moch. Imam Machfudi, Robyn Henderson

引用次数: 0

Educational Practices and Teaching Materials in Spanish Rural Schools from the Territorial Dimension 从地域维度看西班牙农村学校的教育实践与教材

Australian and International Journal of Rural Education Pub Date : 2024-07-18 DOI: 10.47381/aijre.v34i2.729

Núria Carrete-Marín, Laura Domingo-Peñafiel, Núria Simó-Gil

{"title":"Educational Practices and Teaching Materials in Spanish Rural Schools from the Territorial Dimension","authors":"Núria Carrete-Marín, Laura Domingo-Peñafiel, Núria Simó-Gil","doi":"10.47381/aijre.v34i2.729","DOIUrl":"https://doi.org/10.47381/aijre.v34i2.729","url":null,"abstract":"Rural schools have their own identity, influenced by the context in which they are immersed and their multigrade classroom structure. According to the United Nations’ Sustainable Development Goals, educational institutions must ensure the preservation of the particularities of the environment by taking into account the territorial dimension as a contextual element and as social and cultural heritage. Therefore, the integration of territorial elements into educational practices, projects and didactic support materials is a relevant topic for investigation. This paper aims to identify whether rural schools have the work of the territorial dimension as a priority in their educational practices and, specifically, if the curricular didactic materials used in multigrade classrooms also contemplate this. A survey questionnaire was administered to a representative sample of 537 Spanish rural teachers, and focus groups and semi-structured interviews were conducted. The results show that, although work on the territorial dimension is considered, it is not identified as a priority. A dearth of didactic resources thinks about the rural context and has references to it, and there is a lack of collaboration with families and communities in the creation of resources. The conclusion refers to the importance of bearing in mind elements of the territorial dimension in curricular materials and improving communication networks between teachers and teacher training.","PeriodicalId":171171,"journal":{"name":"Australian and International Journal of Rural Education","volume":" 28","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141824033","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}

引用次数: 0

Considering Diversity in Educational Research that Explores School-Community Relationships 在探讨学校与社区关系的教育研究中考虑多样性

Australian and International Journal of Rural Education Pub Date : 2024-07-18 DOI: 10.47381/aijre.v34i2.753

Laurence Lasselle, Robyn Henderson

引用次数: 0

Complexity of Managing Diverse Communication Channels in Family-School Relations as Seen by Parents and Schools 家长和学校眼中管理家庭与学校关系中不同沟通渠道的复杂性

Australian and International Journal of Rural Education Pub Date : 2024-07-18 DOI: 10.47381/aijre.v34i2.714

Sonja Beeli, Melodie Burri, Anne-Sophie Ewald, Evelyne Wannack

{"title":"Complexity of Managing Diverse Communication Channels in Family-School Relations as Seen by Parents and Schools","authors":"Sonja Beeli, Melodie Burri, Anne-Sophie Ewald, Evelyne Wannack","doi":"10.47381/aijre.v34i2.714","DOIUrl":"https://doi.org/10.47381/aijre.v34i2.714","url":null,"abstract":"The importance of family-school relations and their positive effects on children’s developments is well documented. They can be shaped predominantly by one-way (schools informing parents) or two-way (a partnership approach) communication. When fostering these relationships, schools and families engage on individual and collective levels, using a variety of tools such as text messages, emails, phone calls or personal contacts. A growing body of literature suggests that digital technologies are changing the way families and schools communicate and digital media contacts are often considered to be more immediate and convenient. In this contribution, we present findings from a Swiss project focusing on school websites. Using data from interviews with 33 families and personnel in eight schools (principals, teachers and other staff), we explore how family-school communication is embedded in specific contexts, including rural contexts, and takes place through diverse channels. While parents make use of and appreciate diverse communication channels, schools’ choices of communication channels are often related to specific functions. Overall, we found that one-way information rather than dialogue still dominates family-school relations.","PeriodicalId":171171,"journal":{"name":"Australian and International Journal of Rural Education","volume":" 61","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141825349","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}

引用次数: 0

Critical Pedagogies for Reappraising Indigenous Knowledge and Diversity in Rural Peru 重新评价秘鲁农村地区土著知识和多样性的批判性教学法

Australian and International Journal of Rural Education Pub Date : 2024-07-18 DOI: 10.47381/aijre.v34i2.716

Silvia Espinal-Meza

{"title":"Critical Pedagogies for Reappraising Indigenous Knowledge and Diversity in Rural Peru","authors":"Silvia Espinal-Meza","doi":"10.47381/aijre.v34i2.716","DOIUrl":"https://doi.org/10.47381/aijre.v34i2.716","url":null,"abstract":"Rural schools and communities in Peru are rich in cultural diversity in Indigenous languages and traditions, but rural areas remain the most disadvantaged regions. Peru’s educational policies are neoliberal and have hindered opportunities for the rural population to receive a high quality education with a critical reappraisal of their cultural backgrounds. Within this scenario, critical perspectives in education have emerged from the voices of historically marginalised educational actors: rural teachers. Two rural teachers from small towns in Cusco and Ayacucho (in the southern highlands of Peru) participated in narrative research to explore their practices of social justice in education. The aim of this paper is to examine their practices through critical pedagogies. The findings reveal that a crucial role of the Indigenous language, Quechua, is in making an inclusive reappraisal of the local culture. The teachers sought to empower their pupils by applying Freirean concepts of critical consciousness and dialogue through creative activities. They acknowledged the role of parents and the community who value diversity and local culture and support their critical pedagogical practices in schools. In this case, social justice in education was addressed by valuing Indigenous culture and placing it in dialogue with Western knowledge.","PeriodicalId":171171,"journal":{"name":"Australian and International Journal of Rural Education","volume":" 67","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141825606","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}

引用次数: 0

Bridging the Gap Between Community Schools and Rural Communities in Nepal Using Participatory Action Research 利用参与式行动研究缩小尼泊尔社区学校与农村社区之间的差距

Australian and International Journal of Rural Education Pub Date : 2024-07-18 DOI: 10.47381/aijre.v34i2.715

Salpa Shrestha, Megh Raj Dangal

{"title":"Bridging the Gap Between Community Schools and Rural Communities in Nepal Using Participatory Action Research","authors":"Salpa Shrestha, Megh Raj Dangal","doi":"10.47381/aijre.v34i2.715","DOIUrl":"https://doi.org/10.47381/aijre.v34i2.715","url":null,"abstract":"This paper explores the engagement of parents with out-of-school children through community-based participatory action research in a rural community in Nepal. This study addresses the connection gap between local communities and community schools, which has resulted in consequences such as inconsistent attendance among students and low educational expectations among parents. By investigating the processes of formulating an action plan by a parent-led action group and analysing its execution, the research aimed to understand how participatory action research can foster a stronger bond between community schools and parents, thereby enhancing parental involvement in children’s education. The study draws on Mezirow’s transformative learning theory, incorporating concepts from Habermas’s public sphere and Freire’s notion of conscientization. It specifically focuses on the action group’s monthly meetings held over nine months and the collaborative outcomes that resulted. By emphasising targeted interventions, collaboration and a departure from deficit-focused approaches, the findings propose effective strategies for bridging the gap between community schools and rural communities in Nepal.","PeriodicalId":171171,"journal":{"name":"Australian and International Journal of Rural Education","volume":" 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141825816","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}

引用次数: 0

Responding to Remote, Rural and Regional Tertiary Education Needs 满足偏远、农村和地区的高等教育需求

Australian and International Journal of Rural Education Pub Date : 2024-07-18 DOI: 10.47381/aijre.v34i2.749

John McKendrick, Fiona Nash, J. Guenther, Laurence Lasselle, Melyssa Fuqua, Carmel Hall

引用次数: 0

Remote Special Educational Consultation in Swedish Rural Schools 瑞典农村学校的远程特殊教育咨询

Australian and International Journal of Rural Education Pub Date : 2024-03-22 DOI: 10.47381/aijre.v34i1.713

K. Ström, Gerd Pettersson, Kim Wickman

{"title":"Remote Special Educational Consultation in Swedish Rural Schools","authors":"K. Ström, Gerd Pettersson, Kim Wickman","doi":"10.47381/aijre.v34i1.713","DOIUrl":"https://doi.org/10.47381/aijre.v34i1.713","url":null,"abstract":"With advances in communication technologies, remote special educational consultation has become a promising strategy for indirect special education provision aiming to support students with special educational needs as well as their teachers in remote and rural areas. This study explores how special educators in a rural municipality in Sweden offer remote special educational consultation to teachers and how the two teacher categories experience remote special educational consultation. The empirical data of the study consist of special educators’ and teachers’ responses to an online questionnaire (N=11). The analysis revealed themes reflecting experienced challenges as well as opportunities. The challenges relate to lack of professional commitment and consensus, lack of school leaders’ trust, knowledge and support, and barriers associated with distance and technology, while opportunities relate to increased access to special educational competence, increased structure in consultation and increased professional development and collaboration. The results of this study highlight the potential value of remote special educational consultation as an acceptable, cost-effective, and efficient way of increasing access to special educational expertise and providing special educational support to teachers working in rural and underserved schools.","PeriodicalId":171171,"journal":{"name":"Australian and International Journal of Rural Education","volume":" 46","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140211778","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}

引用次数: 0