Pedagogy of the rural: teaching and learning for rural futures?

Walker-Gibbs, Bernadette, Ludecke, Michelle and Kline, Jodie M. 2015, Pedagogy of the rural: teaching and learning for rural futures?, in SPERA 2015 : Mapping education policy landscapes: Rurality and rural futures : Proceedings of the 31st National Conference of the Society for the Provision of Education in Rural Australia, Society for the Provision of Education in Rural Australia, [Geelong, Vic.], pp. 1-1.

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Title Pedagogy of the rural: teaching and learning for rural futures?
Author(s) Walker-Gibbs, BernadetteORCID iD for Walker-Gibbs, Bernadette orcid.org/0000-0002-7175-7874
Ludecke, Michelle
Kline, Jodie M.
Conference name Society for the Provision of Education in Rural Australia. Conference (31st : 2015 : Geelong, Victoria)
Conference location Geelong, Victoria
Conference dates 4-6 Nov. 2015
Title of proceedings SPERA 2015 : Mapping education policy landscapes: Rurality and rural futures : Proceedings of the 31st National Conference of the Society for the Provision of Education in Rural Australia
Publication date 2015
Start page 1
End page 1
Total pages 1
Publisher Society for the Provision of Education in Rural Australia
Place of publication [Geelong, Vic.]
Summary Pedagogy of the Rural illustrates the complexities of rural space and considers some of the underlying assumptions, ‘truths’ and ‘realities’ about rural education and teaching in a complicated and dynamic policy context. Pedagogy of the Rural offers an alternative to current teacher education practice – it is responsive to policy demands as well as local conditions and traditions, and has a futures orientation, in that it provides a way forward for valuing rural contexts for what they bring to teacher identities beyond traditional deficit positionings dominant in current discourses on rural. The authors examine notions of size and how this impacts on the ways in which beginning teachers in rural locations are positioned in terms of identity at a macro, meso and micro level. They also examine what it means to ‘be rural’ and use Pedagogy of the Rural to conceptualise rural understandings as a pedagogy that is not a pedagogy ‘for’ or ‘about’ but rather ‘of’ the rural. Complexities of the Pedagogy of the Rural are understood through Harré’s (2004) positioning theory, Baudrillard’s (1983) notion of simulation and simulacra and Lefebvre’s (2009) arguments around space and economic geographies. The interrelationship of place, space and identity unify teachers’ understandings of who they (or we) are, and are becoming, in a specific time and geographical location, raising questions about: subjectivity - who we are; power - what we can do; and desire- who we might become (Harré, Moghaddam, Cairnie, Rothbart, & Sabat, 2009), and the influence of personal and professional histories and what rural brings to our pedagogy within this.
ISBN 9780958580311
Language eng
Field of Research 130202 Curriculum and Pedagogy Theory and Development
Socio Economic Objective 939903 Equity and Access to Education
HERDC Research category E2 Full written paper - non-refereed / Abstract reviewed
Copyright notice ©2015, SPERA
Persistent URL http://hdl.handle.net/10536/DRO/DU:30080806

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