Teaching Critically Where Rural and Nonrural Cultures Intersect

Stephens, Jennifer T.

doi:10.3102/0002831219839311

Cited by 8 publications

(15 citation statements)

References 24 publications

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“…As expressed in their autobiographies, teachers constructed their cultural narratives in terms of social identifiers, with religion/faith holding a strong place. Other studies have similarly noted religion or faith as a core value among rural teachers (Stephens, 2019). How teachers wrote of race seemed to be associated with their own racial identity.…”

Section: Discussionmentioning

confidence: 76%

“…Rural teachers, more so than teachers in other settings, can be isolated from professional colleagues and current research on EL-responsive instruction (Lee & Hawkins, 2015). A key strength of rural teachers though may be what Stephens (2019) found as an "ethic of care, community, and closeness" (p. 2059). Thoughtful autobiography holds promise in moving rural teachers of ELs, the majority of whom do not share the racial, ethnic, or cultural backgrounds of their students, toward teaching that is fundamentally different.…”

Section: Discussionmentioning

confidence: 99%

“…State education agencies (SEAs) typically follow the federal government in defining rurality in terms of geographic distance to urban settings (e.g., geographically fringe, distant, or remote). This way of defining rurality does not capture its cultural strengths or complexities (Stephens, 2019). A sociocultural view characterizes rurality as heterogeneous spaces of cultural meaning, tradition, and heritage.…”

Section: Ruralitymentioning

confidence: 99%

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Teacher Positioning in Rural Spaces

DiCerbo

Baker

2021

tpre

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In this qualitative study, we ask how 40 rural educators of English learners (ELs) culturally position themselves and their students. We obtained data through a cultural autobiography assignment that prompted teachers to describe their interactions and relationships with others. Drawing on both rural and non-rural experiences, teachers established their ability to exercise agency, mediated by individual histories and beliefs and the context of their rural settings. Teachers developed their capacity to reflect on the ways they position themselves toward their ELs, a crucial first step in creating culturally sustaining pedagogy. Implications point to the potential of cultural autobiography as a means to heighten rural teachers’ awareness of how their experiences and interactions nuance their cultural identity. Such reflections can expand notions of culture beyond common social identifiers and enable teachers to forge links with their students that would otherwise not be apparent. We suggest this autobiographical process is particularly important for rural teachers who are new to teaching ELs in their classrooms.

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Section: Discussionmentioning

confidence: 76%

Section: Discussionmentioning

confidence: 99%

Section: Ruralitymentioning

confidence: 99%

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Teacher Positioning in Rural Spaces

DiCerbo

Baker

2021

tpre

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“…Meanwhile, the term recognition refers to the acknowledgement and promotion of identity and difference which can be cultural or symbolic. Studies noting the difficulty of defining rurality (Stelmach, 2011) and place-based identities (OECD, 2013;Stephens, 2019) are examples of recognition claims. The third principle of representation is the political element of Fraser's theoretical model.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Representation refers to matters of social belonging and "issues of membership and procedure in which concerns about inclusion and exclusion are central" (Fraser, 2008, p. 21). Research which positions the urban as "synonymous with society" or the economic, political and social dominant culture (Stephens, 2019(Stephens, , p. 2045) are examples of Fraser's concept of representation.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The 'New': Small and Rural Schools' Influence on Regional Urban Developments

Tatebe¹

2021

AIJRE

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Rapid urban development in small rural communities is occurring at an unprecedented pace in regional Aotearoa New Zealand. Despite this growth, rural schools are positioned at the margins of the planning process and the implications of this urbanisation trend remains unknown. This research challenges the notion of the rural-urban divide by locating rural schools as a key part of regional urban development and thus will be of interest to government officials, developers, educators, and local community interest groups. The study explores the social, economic and political impact of urban development on small and rural primary schools (N=6) in two of the fastest growing regions in the country. Interviews with school principals and focus group interviews with school boards of trustees were conducted. The findings suggest the emergence of new, complex and contested 'semi-rural' identity as an outcome of the uncertain and ever-changing demographic landscape. Varying school leadership and governance perspectives of urbanisation are placed on a spectrum, premised upon different experiences of the struggle to balance new, and often competing, parent and community aims and changing school populations. The findings contribute to theorising about the construction of rurality and its influence on the creation of a new urbanised semi-rural community identity. Findings offer the potential for knowledge sharing amongst rural schools currently or for others likely to experience rapid urbanisation in their communities in the future.

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Socially Engaged Art Approaches to CSCW with Young People in Rurban Communities

Murray,

Slingerland,

Pantidi

et al. 2024

Comput Supported Coop Work

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The rapidly expanding rural community (often called rurban) is a new place for CSCW with unique sociogeographic characteristics that give rise to the need for adapted participatory practices. Socially Engaged Art (SEA) offers pluralistic and critical approaches to participative rurban CSCW to meet this need. This paper provides a case study of SEA-informed CSCW in an Irish rurban community. An online digital art summer school was delivered to young residents of Northrock using freely available digital collaboration and creation tools. Young people in rurban communities are navigating personal, social and political issues in a complex and evolving environment. In this summer school, SEA was applied to explore these issues through the creation and sharing of digital art on participant experiences and hopes for the future. The summer school hoped to promote critical thinking, confrontational dialogue and greater mutual understanding. We found that rapid creation and critique of a range of digital art expressions of social issues accessed nuanced and contradictory experiences, bringing them into dialogue with each other while supporting mutual understanding and new perspectives on rurban place and identity as they evolve. We propose integrating SEA into CSCW with young people in liminal and transitional communities such as the rurban to explore complex lived experiences in pursuit of more equitable futures and sustainable community expansion. We also draw attention to the usefulness of readily available digital and online tools in supporting CSCW in creative workshop situations.

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Teaching Critically Where Rural and Nonrural Cultures Intersect

Cited by 8 publications

References 24 publications

Teacher Positioning in Rural Spaces

Teacher Positioning in Rural Spaces

The 'New': Small and Rural Schools' Influence on Regional Urban Developments

Socially Engaged Art Approaches to CSCW with Young People in Rurban Communities

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