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Pedagogy of the Rural as a lens for understanding beginning teachers’ identity and positionings in rural schools

Version 2 2024-06-13, 07:14
Version 1 2017-11-10, 08:41
journal contribution
posted on 2024-06-13, 07:14 authored by B Walker-Gibbs, M Ludecke, J Kline
Pedagogy of the Rural is an approach to capture the complexities of rural space and place by challenging simple understandings of what it means to be a teacher in rural settings. Using Harré’s positioning theory, Baudrillard’s concepts of simulation and simulacra, and Lefebvre’s space and economic geographies to form a composite theory through which we analyse longitudinal data from interviews with three graduates and their principals in two rural Victorian schools in Australia. We identify the intricacies of beginning teachers’ understandings of, and positionings in, rural space and place. We highlight how size matters in the way these teachers value their rural educational experiences within the liminal space of identity formation. It is in this liminal time and space that concerns around retention and attrition of beginning teachers in rural schools are compounded by factors such as access to professional learning and resources, and isolation and visibility within communities.

History

Journal

Pedagogy, culture and society

Volume

26

Pagination

301-314

Location

Abingdon, Eng.

ISSN

1468-1366

eISSN

1747-5104

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2017, Pedagogy, Culture & Society

Issue

2

Publisher

Taylor & Francis