By Hernán Cuervo
This publication explores what social justice feels like for rural faculties in Australia. the writer demanding situations the consensus that sees the distribution of assets because the panacea for the myriad demanding situations confronted via rural colleges and argues that the answer to inequality and injustice in rural settings has take into consideration different vital dimensions of social justice similar to attractiveness and organization. those contain lecturers’ issues for problems with energy, appreciate, and participation of their paintings that reach to policy-making techniques and implementation; scholars’ post-school aspirations and, eventually, mom and dad’ hopes and fears for his or her children’s futures and the sustainability in their group. The publication brings jointly political and social idea with schooling and early life experiences, presents new insights in regards to the advanced nature of education in rural areas, and makes a robust connection among education and the folks and groups it serves.
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Extra resources for Understanding Social Justice in Rural Education
Teachers are now measured through policy technologies of accountability, managerialism, performativity, and the marketization of education, which has strong implications on what counts as a “good” teacher. The added pressure this imposes on teachers is a major factor in the delivery of quality rural schooling and on the recruitment and retaining of staff—a perennial issue in rural education that impacts the quality of schooling. These issues are analyzed in detail in the first two sections of this chapter.
2000). School contribution to rural communities: Leadership issues. Launceston: Centre for Research & Learning in Regional Australia, University of Tasmania. , & Lhuede, D. (2001). Creating better educational and employment opportunities for rural young people: A report to the national youth affairs research scheme. Hobart: Australian Clearinghouse for Youth Studies. , & Bound, H. (2003). Identifying the characteristics of rural learning communities: Implications for rural development. In Global focus-local partnerships, conference proceedings of the 19th national rural education conference (pp.
Canberra: MCEETYA, Task Force on Rural and Remote Education, Training, Employment and Children’s Services. , & Danaher, A. (2003). Situating and interrogating contemporary Australian rural education research. Journal of Research in Rural Education, 18(3), 133–138. National Board of Employment, Education and Training (NBEET). (1991). Toward a national education and training strategy for rural Australians. Canberra: Australian Government Publishing Service. National Board of Employment, Education and Training (NBEET).