Responding to Isolation and Educational Disadvantage

Abstract

A good deal of the rural education literature from the twentieth century routinely associates geographic isolation with educational disadvantage. As analyses have become more sophisticated, more attention has been given to the understanding ofdifferences and specific needs exhibited by isolated communities and ofways ofresponding to these in a more focused way. This paper will provide a way ofconceptualising the relationships between components ofisolation (the concrete, tangible and actual, as well as the subjective, perceptual and constructed) and will examine ways in which various responses to isolation can impact on educational practices and outcomes. The paper will argue that there is. within this matrix ofresponses, a 'sweet spot' or optimal site for educational interventions that are designed to address disadvantage.

The Perennials and Trends of Rural Education

“…To highlight the framing of rural and remote as an inherent disadvantage, we could turn to Griffith's (2003) attempt to measure rural and remote disadvantage, which sees population size, distance, and economic measures as keys to quantifying the deficit. However, in many articles throughout the Journal's history, rural disadvantage is clearly assumed as normative (Croft-Piggin, 2014;Mason & Randell, 1992;McLean et al, 2014;Squires, 2003). Reid (2017) refers to "persistent and entrenched locational disadvantage" (p. 88).…”

Chasms in Student Achievement

“…Rural and remote communities in Australia have experienced dramatic changes over the last few years with images of drought, closure of local industries and shops, and difficulties in attracting specialist health workers appearing frequently in the media. Of particular concern is the increasing urban drift with only 21% of Australia"s population at the end of the 20 th century living in rural areas compared with 54% in the 1900s (Squires, 2003). There are numerous factors contributing to this drift including: changes in government policy (e.g., reductions in trade barriers); corporate rationalisation (e.g., closing banks in small towns); climate change; and reduced opportunities for our youth to access higher education (Hammer, 2001;Squires, 2003).…”

“…Of particular concern is the increasing urban drift with only 21% of Australia"s population at the end of the 20 th century living in rural areas compared with 54% in the 1900s (Squires, 2003). There are numerous factors contributing to this drift including: changes in government policy (e.g., reductions in trade barriers); corporate rationalisation (e.g., closing banks in small towns); climate change; and reduced opportunities for our youth to access higher education (Hammer, 2001;Squires, 2003). While these issues lie outside…”