Full Description
This book examines challenges associated with the education of teachers in and for rural places. It offers a new perspective with respect to how Canadian educators are shifting the conversation toward a hopeful discourse concerning how educators can foster meaningful rural learning environments, which will contribute to building stronger rural communities and regions. A central focus of the book is emerging reconceptualization of education, place and indigeneity in Canadian education in the wake of the Truth and Reconciliation Commission
Though the challenge of addressing rural teaching and learning lies partly in the nuances and complexities of unique places, there are also common threads that affect virtually all communities in rural, regional and remote educational, cultural, economic, and social geographies. Chapters in this collection provide current research in Canadian rural education including examples and stories from the field - contributed by teachers, administrators, and superintendents - on the challenges and creative opportunities that they have discovered in their own rural context, giving hope and inspiration for what is possible.
The book will appeal to all readers interested in rural education and teacher education, as well as to those concerned with educational inequality and indigenous education.
Contents
Part 1 Why Rural Matters in Education.- 1 Introduction.- Part 2 The Rural Education Landscape in Canada.- 2 Setting the Stage: Overview of Data on Teachers and Students in Rural and Urban Canada.- 3 "You can't get there from here": Mapping Access to Canada's Teacher Education programs.- 4 On the Educational Ethics of Outmigration: Liberal Legitimacy, Personal Autonomy, and Rural Education.- 5 Reconsidering Rural Education in Light of Canada's Indigenous Reality.- Part 3 Rural Identity and Relationality.- 6 "Growing Our Own Teachers": Rural Individuals Becoming Certified Teachers.- 7 "Where Love Prevails": Student Resilience and Resistance in Precarious Spaces.- 8 Rural Schools as Sites for Ongoing Teacher Education: Co-making Relational Inquiry Spaces between a Principal and a Beginning Teacher.- 9 Becoming a Teacher in a Rural or Remote Community: The Experiences of Educational Assistants.- 10 Rural Secondary School Parents' Discourses about Feeling in Community in their Children's Schools: Insights to Shape Teachers' and Principals' Questions.- Part 4 Place-based and Land-based Pedagogies.- 11 Land and Critical Place-based Education in Canadian Teacher Preparation: Complementary Pedagogies for Complex Futures.- 12 Onikaniwak: Land-based Learning as ReconcilACTION.- 13 Developing a STEAM Curriculum of Place for Teacher Candidates: Integrating Environmental Field Studies and Indigenous Knowledge Systems.- 14 Place-based Education: A Critical Appraisal from a Rural Perspective.- Part 5 Conclusion.- 15 Insights and Provocations for the Future of Rural Education: Reclaiming the Conversation for Rural Education. 16 Afterword.
