Literaturnachweis - Detailanzeige
| Autor/in | Faircloth, Susan C. |
|---|---|
| Titel | Re-Visioning the Future of Education for Native Youth in Rural Schools and Communities |
| Quelle | In: Journal of Research in Rural Education, 24 (2009) 9, S.1-4 (4 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1551-0670 |
| Schlagwörter | Stellungnahme; Rural Schools; American Indian Education; Global Approach; Migration; Rural Areas; Rural Education; School Community Relationship; Personal Narratives; Community Development; Role of Education; Futures (of Society); Educational Trends; North Carolina |
| Abstract | In "Learning to Leave," Michael Corbett argues that: (1) education has served as a tool to disassociate students--both physically and culturally--from the places from which they come, particularly if they are from rural places, in effect creating an ambivalence toward education; (2) the ways in which individuals express this ambivalence is shaped, in large part, by factors such as socioeconomic status and gender; (3) the purpose of schooling is often in conflict with the values and beliefs of rural communities (i.e., formal education may run counter to local forms of social or cultural capital, and it may also be locally perceived as having little effect on the ability of students to increase their economic capital within the rural context); and (4) the effects of globalization are found in many rural areas as evidenced by increasing access to services typically found in more urban areas; thereby decreasing individuals' need to migrate out of these areas. Guided by these themes, the following questions are considered: (1) How do rural community members, educators and students resolve the tensions between preparing students for success in an increasingly globalized world and maintaining their commitment to the places from which they come?; (2) What does this mean for the sustainability and growth of rural communities and schools?; and (3) How will this affect rural schools and their relationship(s) with the communities they serve? The author responds to these questions using the tradition of storytelling found in Native communities around the globe. In this article, she shares her story which is not simply her story, but an example of the stories shared by countless numbers of Native people living in rural and urban areas across the nation, many of whom have struggled and continue to struggle with the inherent contradictions of education. Many Native youth continue to struggle as they work to navigate the educational system, wondering how they can maintain their sense of self and place, while being successful academically. Unfortunately, their stories are seldom heard outside their own communities, as their relatively small numbers have tended to render them statistically insignificant in large scale studies of the condition of education in both rural and urban settings. (Contains 6 footnotes.) (ERIC). |
| Anmerkungen | Penn State University College of Education, Center on Rural Education and Communities. 310B Rackley Building, University Park, PA 16802. Tel: 814-863-2031; Web site: http://www.jrre.psu.edu/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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