Encountering Education in the Rural: Migrant Women's Perspectives

Autor/inn/en	Mayes, Robyn; McAreavey, Ruth
Titel	Encountering Education in the Rural: Migrant Women's Perspectives
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 38 (2017) 3, S.416-428 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2017.1306986
Schlagwörter	Rural Areas; Womens Education; Womens Studies; Migrant Education; Immigration; Educational Opportunities; Qualitative Research; English (Second Language); English Language Learners; Second Language Instruction; Interviews; Multicultural Education; Educational Practices; Barriers; Relevance (Education); Foreign Countries; Australia; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Rural area; Ländlicher Raum; 'Women''s education'; Frauenbildung; Bildungsangebot; Bildungschance; Qualitative Forschung; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Interviewing; Interviewtechnik; Multikulturelle Erziehung; Bildungspraxis; Relevance; Relevanz; Ausland; Australien
Abstract	This paper explores migrant women's encounters with formal and informal education in what can be termed new immigration rural destinations. We ask to what extent educational opportunities are realized in these new destinations. We show that education aspirations may be jeopardized because of the desire to achieve economic goals and thus require remedial action. Specifically, we refer to qualitative data collected in rural (and remote) Boddington in Western Australia, and rural Armagh in Northern Ireland. The paper engages with two interrelated dimensions of this migrant/migration experience. English is not a first language for our participants and we first examine the provision and consumption of informal English Language classes. In doing so, we demonstrate the complex social and cultural dimensions of community-based English language instruction. Second, we attend to migrant mothers' perceptions of and responses to children's formal education. We highlight transnational senses of, and tensions around, "local/rural" pedagogies and resultant migrant strategies. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01