Rural Youth Out-Migration and Education: Challenges to Aspirations Discourse in Mobile Modernity

Autor/inn/en	Corbett, Michael; Forsey, Martin
Titel	Rural Youth Out-Migration and Education: Challenges to Aspirations Discourse in Mobile Modernity
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 38 (2017) 3, S.429-444 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2017.1308456
Schlagwörter	Foreign Countries; Comparative Education; Rural Youth; Rural Education; Migration; Student Mobility; Aspiration; Case Studies; Sociology; Discourse Analysis; Human Capital; Educational Policy; Australia; Canada + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Rural area; Rural areas; Youth; Ländlicher Raum; Jugend; Jugendlicher; Ländliche Erwachsenenbildung; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Streben; Case study; Fallstudie; Case Study; Soziologie; Diskursanalyse; Humankapital; Politics of education; Bildungspolitik; Australien; Kanada
Abstract	We argue here that critical educational scholarship is crucial to developing educational analysis attuned to the nuances of place, mobility, and change in rural locations. Critical sociological analysis, we argue, can also nuance and complicate simplistic portrayals of rural communities and their social, economic, and cultural character. Two central narratives in rural education today relate first, to the economic and social problems faced by challenged "left behind" communities faced by depopulation and restructuring, and second, "boomtown" communities that experience rapid infusions of wealth and population. We offer two linked case studies from Australia and Canada that draw on what we call a rural sociological imagination to interrogate how education is framed in contemporary convergences of history and biography in rural locations. These framings complicate and even confound meritocratic and human capital assumptions that underpin contemporary educational policy discourse, particularly as it relates to rural education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01