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Between inclusion as a social need and inclusion as a market value in rural schools. Tensions and contradictions
University of Borås, Faculty of Librarianship, Information, Education and IT.
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Sustainable development
According to the author(s), the content of this publication falls within the area of sustainable development.
Abstract [en]

The purpose of this paper is to describe and analyse how globalization affects local interactions and the formation of experiences and meanings in education settings by modifying and changing the sense of education in a glo-local perspective, and in the present specific instance particularly in relation to aspects of education inclusion and equity in a rural educational context. Rural schools are important to investigate in these respects. For decades rural schools have been made invisible to/in educational research by a generalized urban school modelof investigation and policy making that has failed to engage with the voices and experiences of teachers, students and families about the teaching practices carried out in rural schools.

The research has used a multi-sited multi-center ethnographic study on rural schools in Spain in combination with a multi-sited investigation in Sweden to create possibilities for a meta-ethnographic analys of the experiences and actions carried out in schools around the contents in teaching practices. The results show the voices of teachers, students and families in rural schools from a creative perspective through pedagogical practices that recognize the importance of the knowledge of space and familiarity with space; the value of students' lives outside of school; and teacher reflection. However, there are different interpretations in different schools related to the experiences and interactions that teachers, families and students have about the teaching and learning practices. 

Quite simply, different schools from different types of rural areas seem to form different types of educational subjectivation with different socialisation effects. Some rural schools present their own surroundings as valuable for residents there and for the nation as a whole. Rural nature are culture are represented as a tangible material and social assets and this is reflected in the teaching content. In other schools the valuation of place is less positive. This is particularly the case in areas that have in the past become deeply embedded and active in capitalist industrial production relations; such as the semi-urban industrial towns in Aragon and what in Sweden are sometimes refered to as Bruksorter (production towns). These spaces that have developed a tightened relationship to capitalist production have tended to hollow out local values forms; such as natural beauty, fisking, recreation; and replaced them by economic exchange value as the main value form for the area and its people. In Marxist theory this is a form classical alienation. Economic possibilities and an external relationship not an intrinsic quality determine the place value.

Place, publisher, year, edition, pages
2019.
Keywords [en]
Commodification, Alienation, Education, Value
National Category
Educational Sciences
Research subject
Teacher Education and Education Work
Identifiers
URN: urn:nbn:se:hb:diva-21875OAI: oai:DiVA.org:hb-21875DiVA, id: diva2:1364906
Conference
NERA 2019, Uppsala, Sweden, 6-8 March, 2019
Available from: 2019-10-23 Created: 2019-10-23 Last updated: 2019-10-29Bibliographically approved

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Beach, Dennis

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  • apa
  • ieee
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  • vancouver
  • harvard-cite-them-right
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  • de-DE
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  • nn-NB
  • sv-SE
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Output format
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