‘The fieldworker not in the head's office’: an empirical exploration of the role of an English rural primary school within its village

Hillyard, Sam; Bagley, Carl

doi:10.1080/14649365.2013.779743

Cited by 9 publications

(3 citation statements)

References 39 publications

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“…Nevertheless, many of the topics and themes specified in this review remain relatively under-theorized, and they could arguably benefit from a wider use of theoretical perspectives. Similarly, despite a few notable exceptions (Beach et al, 2019; Gristy, 2020; Hillyard and Bagley, 2013; Rothenburger, 2015), there remains a lack of conceptualization of the rural; of what constitutes rurality in these studies.…”

Section: Concluding Discussion: Omissions Challenges and Opportunitiesmentioning

confidence: 99%

“…Moreover, recent local social histories impact on the schools' current realities, as highlighted in Hillyard and Bagley's (2019) case studies of two English rural schools. When focusing on one of these case studies, Hillyard and Bagley (2013) revealed how the interpersonal issues (high staff turnover and the legacy of a former principal), political-economic (the village shifting local 'squirearchy') and spatial dynamics (post-war expansion and the situation of amenities) together influenced the fact that the school lacked a full-time principal for several years.…”

Section: The Importance Of Contextmentioning

confidence: 99%

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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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Section: Concluding Discussion: Omissions Challenges and Opportunitiesmentioning

confidence: 99%

Section: The Importance Of Contextmentioning

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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“…A comprehensive visual map of the village was collated (photographic, OS and old maps). Results have discussed the central remit to the role of the school in the community (Bagley and Hillyard 2011), the school as a source of social capital , the role of the headteacher in the past and present (Hillyard and Bagley 2013) and the ethics of researching village primary schools (Edwards and Hillyard 2012). Emerging work has used proposed housing development in the village as a means to empirically test Thrift's idea of an expressive infrastructure (Hillyard2013), to explore belonging and exclusion and the meaning of rural law and order (Hillyard 2012).…”

Section: A Political Putsch: Changing Social Relations and Political mentioning

confidence: 99%

Rural Putsch: Power, Class, Social Relations and Change in the English Rural Village

Hillyard

2015

Sociological Research Online

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The paper uses ethnography to discuss a political putsch -a move from Old Guard to newcomer dominance -in an English rural village. Applying the conceptual ideas of Goffman on symbols of class status and Thrift (2012) on space and an expressive infrastructure, it responds to Shucksmith's (2012) call for research into the micro workings and consequences of class power in rural contexts. The analysis stresses the relevance of 'sticky' space (the residue of past social relations shaping the present, the dwindling amenities and a contemporary absence of pavements) and a contemporary blurring of rural and the urban identities (Norfolk/ London). Moreover, both Goffman's restrictive devices and class symbols (who garners support and who does not) and the temporal dimension of an expressive infrastructure (informing individual dispositions and orientations -class affect) now construct rural spaces. The paper therefore retains a flavour of sociology's obstinate interest in geographic milieu, but the stage is now one of a global countryside both influencing and influenced by local politics and elites. A global recession and the rural penalty, whereby rural residents' experience is more acute, has meant that not all spaces or agents are equal and some are therefore better placed to adapt, accommodate or resist change (Shucksmith 2012). In a climate of various rural crises (fracking in the 'desolate' North of England and the contentious culling of badgers), this paper uses ethnography to study the operation of rural micro-politics and by doing so highlight the value of an ethnographic approach for sociology for understanding the local in the global.

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Extended Social and Spatial Encounters in Primary School Worlds

Vincent

Neal

Iqbal

2018

Friendship and Diversity

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‘The fieldworker not in the head's office’: an empirical exploration of the role of an English rural primary school within its village

Cited by 9 publications

References 39 publications

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

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

Rural Putsch: Power, Class, Social Relations and Change in the English Rural Village

Extended Social and Spatial Encounters in Primary School Worlds

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