Reframing the policy discourse: A comparative analysis of teacher preparation for rural and remote education in Australia, South Africa and Mexico

Abstract

The Organisation for Economic Cooperation and Development (OECD) has highlighted a ‘vicious cycle of decline’ in rural, regional and remote (RRR) regions, with significant inequalities in educational outcomes between rural and urban areas. However, interventions have not resulted in transformative or lasting improvements to education in rural contexts. This paper presents a cross-comparative country analysis of current global policy on RRR education. We used a policy analysis framework to interrogate national policy texts concerning teacher education for RRR contexts in three countries - Australia, South Africa and Mexico. A rigorous selection process of the literature yielded 17 key policy texts, which were examined for the influences, practices, language and outcomes relating to teacher education preparation for RRR locales. Findings highlighted a legacy of historical influences and a metrocentric bias in policy texts, with limited examples of assets-based education. We argue that these factors may be perpetuating the significant and persistent disadvantage in RRR education. We recommend an alternative policy discourse that recognises the productivities and potentialities of an assets-based approach within the local context, where school leaders and teachers are positioned as central change agents in RRR education.

Etado actual de la formación inicial docente en educación primaria: Un acercamiento al caso mexicano

“…Estas instituciones mantuvieron su carácter popular, de compromiso social, pese a las distintas reformas curriculares e institucionales que han vivido a lo largo del tiempo (Civera, 2013, p. 200) Así, los normalistas rurales se han vinculado por momentos al Partido Comunista Mexicano, participando en diversos movimientos sociales, algunos se incorporaron a las guerrillas de la década de 1970 y otros se afiliaron al partido hegemónico (Partido Revolucionario Institucional). En los últimos años, el Estado ha exaltado que las normales rurales necesitan ser preservadas por su pertinencia, pero en la práctica cuentan con pocos recursos y atención (Ledger, et al, 2021).…”

Integrating cultural artifacts and tradition from remote regions in developing mathematics lesson plans to enhance mathematical literacy

“…In principle, every region has cultural diversity, including even areas that are considered remote. Educational challenges in remote areas include limited resources and infrastructure, teacher shortages and qualifications, student achievement gaps, linguistic diversity, lack of policy implementation, coverage, and quality of education, and limited leadership development (Ledger et al, 2021). Managing and developing schools in remote areas is a difficult and challenging task due to demographic challenges, infrastructure limitations, and economic conditions that hinder children from receiving proper educational services, resulting in low motivation for learnin (Juharyanto et al, 2020).…”

Bibliometric Analysis: Research Trend of Interactive Learning Media in Mathematics Learning in Indonesia

“…Education is a very broad term which that includes the process of gaining general knowledge, self-awareness, and skills to change behavior (Arlinghaus & Johnston, 2018). According to (Gaviria, 2022;Kabwos et al, 2020;Ledger et al, 2021;Lee et al, 2017) education is the right of every child in the world. This is in line with what was expressed by (Somasundaram, 2021) that education is a right for every child wherever he is, whether it is formal or informal education that aims to empower everyone.…”