On Hoosiers, Yankees and Mountaineers.

Autor/inn/en	DeYoung, Alan J.; Lawrence, Barbara Kent
Titel	On Hoosiers, Yankees and Mountaineers.
Quelle	(1995), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Educational Attitudes; Educational Change; Elementary Secondary Education; Industrialization; Postsecondary Education; Poverty; Role of Education; Rural Areas; Rural Education; Rural Schools; Rural to Urban Migration; School Closing; School Community Relationship; Social Values; Urbanization; Maine; West Virginia + Suchen Sie Ihr Suchwort? Educational attitude; Bildungsverhalten; Erziehungseinstellung; Bildungsreform; Industrialisation; Industrialisierung; Post-secondary education; Tertiäre Bildung; Armut; Bildungsauftrag; Rural area; Ländlicher Raum; Ländliche Erwachsenenbildung; Rural areas; School; Schools; Schule; Schulen; Landflucht; School closings; Schließung; Schließung (von Schulen); Sozialer Wert; Urbanisation; Urbanisierung
Abstract	This paper addresses dilemmas facing rural schooling today as a result of industrialization and the changing nature of rural communities. Examples are drawn from the literature on Maine and West Virginia schools and from the movie "Hoosiers." Although some rural communities have benefitted economically from industrialization, in most cases, only rural places near metropolitan centers and resort communities have experienced economic growth. Most chronically poor counties are located in rural areas, particularly in Appalachia and the South. Rural schools often have difficulty providing educational resources equal to those offered by more affluent towns. In addition, rural communities frequently lack active parents and community groups. Inequities typically translate into fewer mathematics and advanced placement courses in rural high schools, fewer programs for gifted and talented children, fewer alternative school programs, and an inadequate school transportation system. Questions about who controls rural schools and the ultimate purpose of instruction are dilemmas facing contemporary rural communities. Most rural communities have waged a losing war over who controls local schools as rural-to-urban migration and the notion that "bigger is better" have forced school closure and consolidation. The metropolitan model of schooling has attacked a fundamental assumption of rural schools: that rural schools are cultural centers of the community and not just sites for pedagogy. In addition, professional educators have typically assumed that their mission is to educate students for furthering careers in the city. However, the task of educators bent on educating and exporting students is difficult due to misconceptions about the relationship between schooling and work. In addition, educators have been schooled to believe that the expressed traditional values of rural residents are illegitimate. This paper contends that the traditional values of rural communities are relevant to rural education and questions the human costs of an education bent only on competitive consumerism. (LP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC