Situating Practice In Rural Schools: Transience, Adaptation And Opportunity

Title
Situating Practice In Rural Schools: Transience, Adaptation And Opportunity
Publication Date
2009
Author(s)
Cornish, Linley
( author )
OrcID: https://orcid.org/0000-0001-7714-1213
Email: lcornis2@une.edu.au
UNE Id une-id:lcornis2
Editor
Editor(s): Terry Lyons, Joon-Yul Choi, Greg McPhan
Type of document
Conference Publication
Language
en
Entity Type
Publication
Publisher
University of New England, SiMERR National Research Centre
Place of publication
Armidale, Australia
UNE publication id
une:5435
Abstract
The 'Bush Tracks' collective is a team of researchers in the University of New England researching rural schooling. In this paper we describe some of the results of two projects investigating rural pedagogy and rural leadership, including accelerated progression to positions of leadership. Our focus has been on discovering factors associated with the process of teachers' learning to situate their practices in the rural context. Transience of teachers and leaders is common in rural areas. The notion of 'transience' is usually viewed negatively, as part of a deficit model of rural education. A conclusion of our research is that transience should be viewed positively, as providing opportunities and acting as a catalyst for the development of good teachers and good leaders.
Link
Citation
ISFIRE 2009: International Symposium for Innovation in Rural Education: Innovation for Equity in Rural Education, p. 108-116
ISBN
9781921208362
Start page
108
End page
116

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