Literaturnachweis - Detailanzeige
| Autor/in | Cuervo, Hernan |
|---|---|
| Titel | Theorizing Cultural (Mis)Recognition in Rural School Staffing: Implementing a Social Justice Frame to Understand Challenges to Attract Rural Teachers |
| Quelle | In: Rural Educator, 44 (2023) 1, S.28-39, Artikel 3 (14 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0273-446X |
| Schlagwörter | Rural Schools; Teacher Recruitment; Guidelines; Foreign Countries; Social Justice; Educational Resources; Resource Allocation; Preservice Teachers; Teacher Education Programs; Urban Universities; Student Teaching; Secondary School Teachers; Student Attitudes; Barriers; Teacher Shortage; Australia |
| Abstract | Attracting teachers to rural schools continues to be a problem in Australian education. Debates on how to remedy staff shortages are based on a better distribution of financial and material resources. This emphasis on distribution has sidelined the role of recognition theory in understanding the challenges of rural staffing. I draw on the social justice frameworks of Nancy Fraser and Axel Honneth to argue that rural staffing challenges are anchored not just on matters of distribution but on issues that lead to the cultural misrecognition and disrespect of teaching and learning in rural places. Using data from a qualitative research project with pre-service teachers from a metropolitan university who undertook a six-week placement in a rural school, I explore how Fraser's and Honneth's frameworks contribute to illuminate that a resignification of the cultural value of rural education is critical to understand the root of the problem of rural school staffing. (As Provided). |
| Anmerkungen | National Rural Education Association. e-mail: theruraleducator@gmail.com; Web site: https://scholarsjunction.msstate.edu/ruraleducator/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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