Reframing the Policy Discourse: A Comparative Analysis of Teacher Preparation for Rural and Remote Education in Australia, South Africa, and Mexico

Autor/inn/en	Ledger, Susan; Masinire, Alfred; Delgado, Miguel Angel Diaz; Burgess, Madeline
Titel	Reframing the Policy Discourse: A Comparative Analysis of Teacher Preparation for Rural and Remote Education in Australia, South Africa, and Mexico
Quelle	In: Education Policy Analysis Archives, 29 (2021) 82, (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ledger, Susan) ORCID (Masinire, Alfred) ORCID (Delgado, Miguel Angel Diaz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Comparative Education; Rural Areas; Teacher Education Programs; Cross Cultural Studies; Outcomes of Education; Rural Urban Differences; Educational Policy; Policy Analysis; Educational Practices; History; Educationally Disadvantaged; Educational Change; Change Agents; Foreign Countries; Meta Analysis; Educational Quality; Teacher Qualifications; Teacher Effectiveness; Elementary Secondary Education; Administrator Education; Australia; South Africa; Mexico + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Rural area; Ländlicher Raum; Cultural comparison; Kulturvergleich; Lernleistung; Schulerfolg; Stadt-Land-Beziehung; Politics of education; Bildungspolitik; Politikfeldanalyse; Bildungspraxis; Geschichte; Geschichtsdarstellung; Bildungsreform; Ausland; Meta-analysis; Metaanalyse; Quality of education; Bildungsqualität; Lehrqualifikation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Australien; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Mexiko
Abstract	The Organisation for Economic Cooperation and Development (OECD) has highlighted a 'vicious cycle of decline' in rural, regional and remote (RRR) regions, with significant inequalities in educational outcomes between rural and urban areas. However, interventions have not resulted in transformative or lasting improvements to education in rural contexts. This paper presents a cross-comparative country analysis of current global policy on RRR education. We used a policy analysis framework to interrogate national policy texts concerning teacher education for RRR contexts in three countries - Australia, South Africa and Mexico. A rigorous selection process of the literature yielded 17 key policy texts, which were examined for the influences, practices, language and outcomes relating to teacher education preparation for RRR locales. Findings highlighted a legacy of historical influences and a metrocentric bias in policy texts, with limited examples of assets-based education. We argue that these factors may be perpetuating the significant and persistent disadvantage in RRR education. We recommend an alternative policy discourse that recognises the productivities and potentialities of an assets-based approach within the local context, where school leaders and teachers are positioned as central change agents in RRR education. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01