We are coming to the end of the conference but still happy to take blogs about papers you heard and papers you’ve given. I’m on jenna@aare.edu.au
Sally Patfield, Senior Research Fellow, Teachers and Teaching Research Centre, School of Education, The University of Newcastle writes on the Rural Education Symposium
Knowledge and rurality: Deconstructing geographic narcissism in education
Philip Roberts, Natalie Downes, Jenny Dean, Kristy O’Neill, Samantha McMahon, Jo-Anne Reid, Laurie Poretti, Ada Goldsmith
Approximately 7 million people – or 28% of the Australian population – live in rural and remote areas across the country. Rural communities are unique and diverse, not only in terms of geography and demographics, but also in terms of the emotional and material realities of residents’ lives, framed within the interrelated context of the local and the global.
We’re all used to hearing the phrase ‘educational disadvantage’; it’s rolled out repeatedly to capture and conceptualise the apparent education achievement gap between rural students and their metropolitan peers. Particularly when it comes to standardised tests like NAPLAN, it’s a well-worn narrative that the achievement gap between rural and urban students is persistent and widening.
This symposium turned this narrative on its head by interrogating the metro-centric bias inherent within curriculum, educational institutions like schools and universities, and even within academia itself. It re-frames how we think of the ‘problem’ by asking: ‘what, and whose, knowledge is valued?’ And: ‘what if its not rural students who are failing to perform, but rather, the education system which is failing rural communities by marginalising the perspectives of the rural?”
The four papers presented within this symposium weaved together a powerful argument that challenges the way we think about the very nature of ‘educational disadvantage’ by questioning existing practices and illustrating the important role rural knowledges and ways of being can play for young people, their families, and the future of their communities.
Each paper provided a different layer of insight and analysis: granular case studies that demonstrate how schools are already integrating rural knowledges into curriculum enactment; large-scale analyses of achievement data which examine how school location influences senior secondary outcomes; an examination of the experiences of rural students in higher education, focusing in particular on notions of belonging; and finally, questioning the way research may (perhaps inadvertently at times) even (re)produce deficit notions of the rural, marginalising different ways of knowing, being and doing beyond the metropolis.
The first three presentations brought to the fore key issues around the ideas of spatiality, inequality and knowledge production: that is, that rural space has a reality and, relatedly, that rurality is “reality producing”. In this way, the presenters clearly demonstrated how notions of space and place are central to both the maintenance and representation of social difference.
Overall, this symposium challenges us to think about how we define and engage with the rural – both as educators and researchers. In the third presentation, Natalie Downes and colleagues sadly showed how rural university students see rurality as misrecognised and misrepresented in their coursework and curriculum, with rural locations and careers portrayed as problematic – places associated with staff shortages and a lack of opportunity, for example. Unfortunately, rural students reported that the way rurality was depicted not only impacted how they felt at university but also once they returned home to their communities. Clearly there is much more to do to transform how we embed rural knowledges and promote rural careers across higher education degrees.
In the fourth presentation, the stark reality of how rurality is commonly portrayed was again emphasised, with the presenters highlighting that the fact that far too many projects do not engage with the complexities of rurality in definition nor in analysis, often just mentioning ‘the rural’ in passing as the site of the research. The authors made the case that context matters in education research and how we position and work alongside rural communities plays an important role in either perpetuating or dismantling longstanding hierarchies of power and knowledge.
COMMUNITY MATTERS BOOK LAUNCH by Naomi Barnes
On Wednesday, the AARE Local/Global Issues in Education book series launched Community Matters: The Complex Links Between Community and Young People’s Aspirations for Higher Education by Jennifer Gore, Sally Patfield, Leanne Fray and Jess Harris.
The book explores the complex meanings of community, the pressure young people face to attend university, access to higher education, university aspirations in rural communities, and understanding why community matters when young people express a desire to attend university.
In reading an excerpt, Gore described how the book was about how “community helps to soften blunt equity categories and remind researchers, policy makers and equity practitioners of the human conditions that mediate the gap between important analytical categories that undergird important social justice efforts”.
The book is due to be published on 30 December 2022
Community Matters: The Complex Links Between Community and Young People’s Aspirations for Higher Education offers a new lens on equity of access. The policy focus, nationally and globally, on widening participation for under-represented target groups too readily treats such groups as if they have a singular voice, a singular history, and a singular set of concerns. Drawing on the perspectives of Australian school students, their parents/carers, teachers, and a vast array of residents from seven diverse communities, this book uses the lens of ‘community’ to reframe inequitable access. It does so by recognising the complex social and cultural forces at play locally that shape how young people form and articulate their post-school futures.
Jenny Gore is Professor of Education at the University of Newcastle. Her research interests have consistently focussed on the quality of teaching and learning, teacher socialisation, alternative pedagogy, power relations in teaching, reform in teacher education and pedagogical reform. She has been involved in and/or managed several large research grants, with research income over $5.9 million. Jenny was a member of the research team that generated the concept of Productive Pedagogy and, with Associate Professor James Ladwig, was co-author of the NSW model of pedagogy known as Quality Teaching. Professor Gore was Dean of Education and Head of the School of Education at the University of Newcastle (2008-2013) and and has held positions as President of the NSW Teacher Education Council, Executive member of the Australian Council of Deans of Education, Research Training Coordinator for the Australian Association for Research in Education, and Associate Editor of Teaching and Teacher Education. Jenny’s major books include The Struggle for Pedagogies: Critical and feminist discourses as regimes of truth and Feminisms and Critical Pedagogy (edited with Carmen Luke). Her current research programs focus on understanding student aspirations for greater equity and investigating teacher professional development through Quality Teaching Rounds.