Overview

This book examines challenges associated with the education of teachers in and for rural places. It offers a new perspective with respect to how Canadian educators are shifting the conversation toward a hopeful discourse concerning how educators can foster meaningful rural learning environments, which will contribute to building stronger rural communities and regions. A central focus of the book is emerging reconceptualization of education, place and indigeneity in Canadian education in the wake of the Truth and Reconciliation Commission Though the challenge of addressing rural teaching and learning lies partly in the nuances and complexities of unique places, there are also common threads that affect virtually all communities in rural, regional and remote educational, cultural, economic, and social geographies. Chapters in this collection provide current research in Canadian rural education including examples and stories from the field – contributed by teachers, administrators, and superintendents – on the challenges and creative opportunities that they have discovered in their own rural context, giving hope and inspiration for what is possible.  The book will appeal to all readers interested in rural education and teacher education, as well as to those concerned with educational inequality and indigenous education.

Full Product Details

9789811525599

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Reviews

“This book transcends the Canadian context and provides many valuable lessons, questions and challenges to rural scholars and educators around the globe. … to sum up this collection of sixteen chapters, as diverse, complex and rich, was a real challenge; to read it, was exciting and a pleasure.” (Hernan Cuervo, Australian and International Journal of Rural Education, Vol. 31 (1), 2021)

This book transcends the Canadian context and provides many valuable lessons, questions and challenges to rural scholars and educators around the globe. ... to sum up this collection of sixteen chapters, as diverse, complex and rich, was a real challenge; to read it, was exciting and a pleasure. (Hernan Cuervo, Australian and International Journal of Rural Education, Vol. 31 (1), 2021)

Author Information

Michael Corbett is Professor of Education at Acadia University and Adjunct Professor of Rural and Remote Education in the Faculty of Education, University of Tasmania. Professor Corbett has studied rural outmigration, youth educational decision-making, the politics of educational assessment, literacies in rural contexts, improvisation and the arts in education, the position of rural identities and experience in education, conceptions of space, place, and mobilities, the viability of small rural schools, “wicked” policy problems and controversies in education, and the use of film and video as a literate medium in schools.  Dianne Gereluk is Dean and Professor of Education at the Werklund School of Education, University of Calgary. Her areas of expertise include philosophy of education, policy analysis, and political philosophy.  She sits on provincial advisory committees for the province and is a regular commentator on current policy debates in education. Her recent work builds upon issues of equity and access for children and is specifically focused on reducing systemic educational barriers for individuals who live in rural and remote areas of Canada.  

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