Community strikes back? Belonging and exclusion in rural English villages in networked times

Hillyard, Sam; Bagley, Carl

doi:10.1080/13603116.2014.964569

Cited by 16 publications

(8 citation statements)

References 13 publications

(10 reference statements)

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“…Although some drawings have depicted the internal morphological characteristics of rural areas (streets, churches, squares, houses...), no illustrations have been found that actively integrate rural areas with their natural or anthropised environment. This is an aspect that is in line with other research [13,14], which indicates the existing difficulties for educational projects to integrate local communities as part of their learning content. Consequently, schoolchildren's drawings have not shown the existence of social problems in rural territories, as other international studies have also indicated [9,15].…”

Section: Discussionsupporting

confidence: 88%

“…This 38 has repercussions for school geography, as the rural environment is a highly relevant con-39 tent that contributes to the civic education of secondary school students [6,7]. 40 Rural life is a complex factor that has been identified with the concept "field" in 41 social science didactics [8,9] and especially in school geography, where contents related 12].Educational strategies have had difficulties integrating rural schools into local communities [13,14] and achieving didactic treatment of the problems experienced in these areas [15,9].…”

Section: Introductionmentioning

confidence: 99%

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How Schools Perceive the Rural Environment in the Iberoamerican Context: An Approach to Sustainability

Monteagudo¹,

Mena²,

García³

et al. 2022

Preprint

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Rural environment has experienced changes as a result of Covid-19, which encourage the introduction of sustainability in education. However, the representation of rurality in school geography and in the 2030 Agenda are factors that continue to present rurality as a concept opposed to urban spaces. The objective was to investigate the perception that the student has about the rural environment from an instrument and his drawings to understand if the explanation of it allows to introduce elements related to sustainability in educational projects. The quantitative research approach allows analyzing the psychometric properties of an instrument to measure the perception of the rural environment of a sample of 300 fifteen-year-old students from Brazil, Colombia and Spain. Those school knowledges that idealize rurality warn of the pedagogical difficulties to promote the teaching of rurality from sustainability criteria and condition the formation of students from a citizenship committed to social problems. This study is important because it diagnoses the elements that intervene in the teaching of rurality from school geography and provides some suggestions to include sustainability in educational projects.

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Section: Discussionsupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

How Schools Perceive the Rural Environment in the Iberoamerican Context: An Approach to Sustainability

Monteagudo¹,

Mena²,

García³

et al. 2022

Preprint

View full text Add to dashboard Cite

show abstract

“…The phenomenon of attracting pupils from outside the local area, however, has been explored in other case studies. In some jurisdictions like England, wealthy and middle-class city dwellers relocate to rural areas (Hillyard and Bagley, 2015). One further reported case was an English school which was under threat of closure and located in a remote geographic location (Walker, 2010).…”

Section: Resultsmentioning

confidence: 99%

Is small beautiful? A scoping review of 21st-century research on small rural schools in Europe

Fargas-Malet

Bagley

2021

European Educational Research Journal

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Small rural schools in many countries have historically been viewed as less desirable than their larger urban counterparts, being treated less favourably in the policy arena and facing a risk of closure or amalgamation. Within Europe, they have been the focus of a range of research studies and have been defined in different ways, based mostly on the number of pupils enrolled (typically around 100), but also their geographical isolation or small number of staff. However, the last notable attempt to review the literature in this area was carried out over 10 years ago. Since then, there has been a large volume of research conducted in many European countries. This rigorous scoping review has brought together what we know from research (published in English since 2000) on small rural schools in Europe. The most common themes identified were school leadership, the importance of context (including education policy and school closures/amalgamations), and school-community relationships. Case studies and ethnographic qualitative methods were the most popular, with a stronger use made of theoretical frameworks since the previous review. Nonetheless, the current review found still significant gaps in the literature including an under-theorization of certain topics and a lack of research with children.

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“…This study was part of a wider exploration of how schools across Preshire did or did not take up the opportunity to work with the Index for Inclusion . The schools represented a range of areas from suburban to remote, many strongly deprived, and all with relatively limited ethnic diversity – characteristics widely represented negatively and simplistically (Hillyard and Bagley, 2015), as in ‘rural and coastal schools’ (Social Mobility & Child Poverty Commission, 2014: 45). The sample was opportunistic.…”

Section: Methodsmentioning

confidence: 99%

Reinterpreting the authority of heads

Higham¹,

Booth²

2016

Educational Management Administration & Leadership

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To what extent can heads use an inclusive values-led approach to school development in the face of pressures from Ofsted and their Local Authority to focus almost exclusively on attainment outcomes? We explore leadership of school improvement in a qualitative study of 10 head teachers in the English county of ‘Preshire’, who worked with the third edition of the Index for Inclusion, (Booth and Ainscow 2011), a guide to values-led school improvement. We situate the study within a review of conflicting research advice about the characteristics of successful heads and how ‘values’, seen as motives for action, affect the recommendations from research. We found that the heads were able to use shared inclusive values to accomplish, with their staff, a degree of control over the way their schools are improved. To an extent they were able to resist extreme local pressures to engage in short term strategies to force up attainments. By making their inclusive values explicit they showed courage rather than compliance. To varying degrees they used ‘the Index’ to create inclusive, democratic and sustainable school improvement plans while conforming to Ofsted requirements. We consider the possibilities for more widespread implementation of school development led by inclusive values.

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Community strikes back? Belonging and exclusion in rural English villages in networked times

Cited by 16 publications

References 13 publications

How Schools Perceive the Rural Environment in the Iberoamerican Context: An Approach to Sustainability

How Schools Perceive the Rural Environment in the Iberoamerican Context: An Approach to Sustainability

Is small beautiful? A scoping review of 21st-century research on small rural schools in Europe

Reinterpreting the authority of heads

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