Jerry D. Johnson – författare

Expert scholars discuss educational policy and practice within remote settings, drawing on case studies ranging from small village schools in Northern Ireland to Indigenous education in Australia. Chapters outline the barriers to learning that are presented by rural education from early childhood to later life, focusing on critical issues relating to teaching, leadership, and the roles of education in community, economic, and workforce development processes. Highlighting innovative practices for addressing unique educational needs, this timely Handbook offers cutting-edge insights into the delivery of effective and equitable education for students in remote and rural schools and communities.

Students and academics in education, education policy, inequality studies, sociology and geography will benefit from this comprehensive exploration of rural and remote learning. The Handbook is also an invaluable resource for educational policymakers and practitioners looking for new ways to support rural and remote schools and communities.

Half the world’s population lives in rural places, but education scholars and policy makers worldwide give little attention to rural of education. Indeed, most national systems, including in the developed world, treat their educational systems as institutions to ''modernize'' the global economy.

The authors in this volume have different concerns. They are rural education scholars from Australia, Canada, the United States, and Kyrgyzstan, and here their focus is the dynamics of social class: in particular rural schools but also in rural schooling as a local manifestation of a national (and the global) system.

For the most part, the volume comprises relevant empirical reports, but none neglects theory, and some privilege theory and interpretation. First and last chapters introduce the texts and synthesize their joint and separate meanings. What are the implications of place for social class? How do class dynamics manifest differently in more and less racially homogeneous rural communities? How does place affect class and how might class affect place? How does schooling in rural communities reproduce or interrupt social-class mobility across generations? The chapters engage such questions more completely than other volumes in rural education, not as a final word or interm summary, but as an opening to an important line of inquiry thus far largely neglected in rural education scholarship.