不合常理

Q4 Social Sciences
Jessica R. Gallo
{"title":"不合常理","authors":"Jessica R. Gallo","doi":"10.35608/ruraled.v41i2.862","DOIUrl":null,"url":null,"abstract":"This study explored the question “What roles does rurality play in the professional lives of teachers in northern Wisconsin?” Using narrative analysis of four participants’ interviews about their lives working in rural schools, this paper compares participants’ stories with dominant narratives about rural schools and communities. Common depictions of rural people, places, and work often oversimplify the complex relationships among school, community, staff, and students. This study found that participants a.) feel a sense of belonging in rural places despite the challenges of living and working there, b.) create and maintain a strong professional family in order to mitigate rural school recruitment and retention difficulties, and c.) experience school and community partnerships that are both supportive and challenging. This study calls for a more critical and complex representation of rural people and places, especially schools, in order to work against the dominant narratives about rurality that exist in popular imagination.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"49 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":"{\"title\":\"Against the Grain\",\"authors\":\"Jessica R. Gallo\",\"doi\":\"10.35608/ruraled.v41i2.862\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study explored the question “What roles does rurality play in the professional lives of teachers in northern Wisconsin?” Using narrative analysis of four participants’ interviews about their lives working in rural schools, this paper compares participants’ stories with dominant narratives about rural schools and communities. Common depictions of rural people, places, and work often oversimplify the complex relationships among school, community, staff, and students. This study found that participants a.) feel a sense of belonging in rural places despite the challenges of living and working there, b.) create and maintain a strong professional family in order to mitigate rural school recruitment and retention difficulties, and c.) experience school and community partnerships that are both supportive and challenging. This study calls for a more critical and complex representation of rural people and places, especially schools, in order to work against the dominant narratives about rurality that exist in popular imagination.\",\"PeriodicalId\":33740,\"journal\":{\"name\":\"The Rural Educator\",\"volume\":\"49 1\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2020-09-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"3\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"The Rural Educator\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.35608/ruraled.v41i2.862\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"The Rural Educator","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.35608/ruraled.v41i2.862","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 3

摘要

这项研究探讨了“乡村性在威斯康星州北部教师的职业生涯中扮演什么角色?”本文通过对四名参与者在农村学校工作生活的访谈进行叙事分析,将参与者的故事与关于农村学校和社区的主流叙事进行比较。对农村人、地方和工作的常见描述往往过分简化了学校、社区、教职员工和学生之间的复杂关系。本研究发现,参与者a.)尽管在农村生活和工作充满挑战,但仍有归属感;b.)创建并维持一个强大的专业家庭,以减轻农村学校招聘和留校的困难;c.)体验既支持又具有挑战性的学校和社区伙伴关系。这项研究呼吁对农村人和地方,特别是学校,进行更批判性和更复杂的再现,以反对存在于大众想象中的关于乡村的主导叙事。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Against the Grain
This study explored the question “What roles does rurality play in the professional lives of teachers in northern Wisconsin?” Using narrative analysis of four participants’ interviews about their lives working in rural schools, this paper compares participants’ stories with dominant narratives about rural schools and communities. Common depictions of rural people, places, and work often oversimplify the complex relationships among school, community, staff, and students. This study found that participants a.) feel a sense of belonging in rural places despite the challenges of living and working there, b.) create and maintain a strong professional family in order to mitigate rural school recruitment and retention difficulties, and c.) experience school and community partnerships that are both supportive and challenging. This study calls for a more critical and complex representation of rural people and places, especially schools, in order to work against the dominant narratives about rurality that exist in popular imagination.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
The Rural Educator
The Rural Educator Social Sciences-Education
CiteScore
2.00
自引率
0.00%
发文量
10
审稿时长
20 weeks
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信