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1.
Tracing variations within ‘rural habitus’: an explanation of why young men stay or leave isolated rural towns in southwest Queensland 总被引：1，自引：1，他引：0
Robert Funnell 《British Journal of Sociology of Education》2008,29(1):15-24
An explanation is presented about what keeps young men in isolated rural areas. The purpose is to contribute a concrete analysis of habitus as used in educational research. Inadequacies in application of the term are demonstrated in research conducted on school and work by the author in a rural town. An analysis of changes from labour‐intensive work on grazing properties and practices of kangaroo and pig hunting are linked to a form of capital to demonstrate proof of a man's ability as a good worker. A form of ‘rural habitus’ is illustrated in an interview with a young man about to enter the workforce. It is argued that dispositions to working on rural properties and in the bush have become enduring forms of capital. They are resistant to school capital and the means through which young men prove their worth as adults in changing rural labour markets. 相似文献
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Robyn Mayes Ruth McAreavey 《Discourse: Studies in the Cultural Politics of Education》2017,38(3):416-428
ABSTRACTThis paper explores migrant women’s encounters with formal and informal education in what can be termed new immigration rural destinations. We ask to what extent educational opportunities are realized in these new destinations. We show that education aspirations may be jeopardized because of the desire to achieve economic goals and thus require remedial action. Specifically, we refer to qualitative data collected in rural (and remote) Boddington in Western Australia, and rural Armagh in Northern Ireland. The paper engages with two interrelated dimensions of this migrant/migration experience. English is not a first language for our participants and we first examine the provision and consumption of informal English Language classes. In doing so, we demonstrate the complex social and cultural dimensions of community-based English language instruction. Second, we attend to migrant mothers’ perceptions of and responses to children’s formal education. We highlight transnational senses of, and tensions around, ‘local/rural’ pedagogies and resultant migrant strategies. 相似文献
4.
Matthew J. Irvin Wallace H. Hannum Claire de la Varre Thomas W. Farmer Julie Keane 《Distance Education》2012,33(3):331-345
The purpose of this study was to examine rural school district administrators’ satisfaction with distance education in the United States and to identify factors that may contribute to their satisfaction. Telephone interviews were conducted with administrators in randomly selected rural districts across the country. Analyses revealed that students’ preparation in their study and computer skills as well as the use of synchronous delivery formats were related to administrators’ satisfaction with distance education. Results imply that students’ study and computer skills should be addressed as needed and, when feasible, synchronous delivery formats used in order to possibly bolster districts’ satisfaction with and effective use of distance education. 相似文献
5.
Kathleen Cranley Gallagher Kirsten Kainz Lynne Vernon-Feagans Kelley Mayer White 《Early childhood research quarterly》2013
An increasing body of literature documents associations between student–teacher relationships, children's academic success, and children's social competence in school. Less is known about characteristics and processes involved in the quality of relationships between students and teachers, and little research has examined these issues with populations of young students and teachers living in rural communities. The current study examined the relationships between rural kindergarten and first-grade students and their teachers in spring of the school year, predicted by child demographic factors, child process factors, and teacher characteristics. Using a multi-level model to account for clustering of children in classrooms, children's behavior and literacy skills were examined as contributors to the teachers’ perceptions of the developing teacher–student relationship, focusing on their potential to mediate associations between more distal characteristics and teacher–student relationships. Controlling for relationship conflict in fall, boys and African American students were more likely to have relationships with teachers that were higher in conflict in spring. When behavior and literacy skills measures were added to the model, children's behavior mediated the effect of gender, such that behavior problems accounted for much of the variance in student–teacher conflict associated with gender. However, neither behavior problems nor literacy skills mediated the effects of minority status on conflict; African American students had poorer relationships with teachers regardless of behavior or literacy skills. 相似文献
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Sung won Kim 《Compare》2019,49(4):584-601
Large-scale rural-urban migration in China has left rural schools with large proportions of left-behind children whose parents are away working in the city. This has a huge impact on family-school relations and poses a burden on teachers. This study draws on 42 interviews with teachers working in two rural schools. This article argues that teachers’ negative narratives about antagonistic family-school relations are driven by the gaps between their culturally embedded traditional models of family-school relations and the reality, with implications for the expanded role of schools and that of grandparents as caregivers. This article further discusses the implications of these findings for rural schools and draws heavily on Western models of family-school relations in a comparative perspective. 相似文献
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The urban–rural continuum provides unique contexts for development. Differences in access to resources and childrearing norms and practices in urban, suburban, and rural areas may be linked to disparities in early achievement. Yet, few studies examine associations between urbanicity and children's early academic skills. Using nationally representative data from the Early Childhood Longitudinal Study, Birth Cohort (N ≈ 6050) this study examined differences in academic skills at kindergarten entry across large urban, small urban, suburban and rural areas. Additionally, it considered whether home environments and child care experiences explained disparities in early achievement. Results showed that children in large urban and rural areas entered kindergarten with less advanced academic skills than children in small urban areas and suburbs. Lower achievement for rural children was partly explained by less advantageous home environments and increased use of home-based, rather than center-based, preschool. Parents living in large urban areas had less knowledge of child development, which helped explain their children's lower achievement. 相似文献
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Arathi Sriprakash 《Discourse: Studies in the Cultural Politics of Education》2013,34(3):325-337
This article discusses findings from an ethnographic study of schooling in India to reflect on the ways in which new learner subjects – the ideal citizens of the future – are constructed by education reforms in poor, rural communities. The concerns of the article are framed by the significant economic growth and social modernisation occurring in India, particularly for the expanding urban middle classes. The rural poor have been largely excluded from India's narrative of development and modernisation. This article asks, then, what kind of citizen-subject does schooling for the poor in India seek to produce? It focuses on the intentions and effects of child-centred pedagogic programmes in rural primary schools in the south Indian state of Karnataka. The analysis shows that in order for democratic and egalitarian education ideals to become more fully realised in these school contexts, teachers need to be supported to engage critically with the deep social stratifications in Indian society which continue to marginalise the rural poor. 相似文献
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Wanhua Ma 《Asia Pacific Education Review》2012,13(2):263-271
Some researchers in China believe that the rural poor??s earlier disadvantaged education experiences stopped them to get into the leading research universities. In my research, I find equal access to leading research universities relates with many issues, the gross enrollment rate disparity among provinces, the change of enrollment policies, the distributions of enrollment quotas, the urban/rural residence and disciplinary distribution all are the factors that put the rural poor in a difficult position to access the leading research universities. The paper concludes that in the race for creative minds, the leading research universities have forgotten their social responsibility of equity. 相似文献
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Kate Cairns 《Gender and education》2014,26(5):477-489
Girls' studies have made an important contribution to the literature on subjectivity and schooling in neoliberal times; however, girlhood studies within Western contexts remain predominantly urban in focus. This article brings an analysis of place to debates about gendered subjectivity formation by exploring gendered patterns within rural students' imagined futures. Drawing upon ethnographic research with grade 7/8 students in rural Ontario (Canada), the analysis demonstrates how girls construct contradictory future narratives envisioning urban femininities while insisting they will remain living in the country. I argue that this tension must be explored in relation to the gendered context of rural social space, as well as post-feminist discourses of ‘girl power’. The analysis contributes to the fields of rural education and girlhood studies by foregrounding the significance of place within the gendered formation of student subjectivities and future aspirations. 相似文献
12.
Independent reading—unassigned reading for personal pleasure—has been shown to be an important driver of reading skills and academic success. Children that commonly read for pleasure exhibit higher academic performance. However, little research has been done on independent reading in rural China, where the education system is charged with schooling tens of millions of students. Many rural students fall behind their urban counterparts in school, with potentially troubling implications for China’s ongoing development. This article explores the prevalence of independent reading and its associations with reading ability and academic performance among rural students. Using a mixed methods approach, we analyze quantitative data from a survey of 13,232 students from 134 rural schools and interviews with students, teachers, principals, and caregivers. We find that independent reading is positively and significantly correlated with reading ability as well as standardized math and Chinese tests scores. Despite such correlations, only 17 percent of students report reading for pleasure for an hour a day. Interview findings suggest that inaccessible bookstores, curriculum constraints, unsupportive home environments, low availability of appealing and level-appropriate books, and insufficient school investment in reading resources may explain the low prevalence of independent reading. 相似文献
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This paper analyzes recent household survey data from Gansu, a less developed province in Northwest China, to examine school attainment in a poor rural area of China. Censored ordered probit regressions are used to estimate the determinants of years of schooling. Child nutritional status, as measured by height-for-age Z-scores, and household income have positive effects on completed years of schooling. Mothers’ education and attitudes toward children's education also have strong effects. Children of mothers with 6 years of primary education will go to school 1.4 years longer than their counterparts whose mothers who have no education. Science labs in lower secondary schools appear to have positive impacts; providing a science lab is estimated to extend years of schooling by 1.8 years. Finally, teachers’ experience in lower secondary schools also has a strong positive impact on school attainment. 相似文献
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《Ethnography and Education》2013,8(1):103-124
This paper examines the effectiveness of an NGO-sponsored literacy program in rural Mali. The study employs ethnographic techniques to examine the type of literacy instruction provided, the level of participation, the meanings of literacy to participants, and the contextual factors that influence the social and personal effects of literacy. The analyses reveal that the program has been more advantageous for men, particularly in terms of opportunities for the use of literacy skills. Oversight of the cultural context combined with programmatic challenges including failure of the NGO to meet its own critical literacy goals have limited women's ability to access and derive benefits from the literacy program. 相似文献
15.
Fan Li Prashant Loyalka Hongmei Yi Natalie Johnson Scott Rozelle 《School Effectiveness & School Improvement》2013,24(4):545-572
ABSTRACTThe goal of this paper is to describe and analyze the relationship between ability tracking and student social trust, in the context of low-income students in developing countries. Drawing on the results from a longitudinal study among 1,436 low-income students across 132 schools in rural China, we found a significant lack of interpersonal trust and confidence in public institutions among poor rural young adults. We also found that slow-tracked students have a significantly lower level of social trust, comprised of interpersonal trust and confidence in public institutions, relative to their fast-tracked peers. This disparity might further widen the gap between relatively privileged students who stay in school and less privileged students who drop out of school. These results suggest that making high school accessible to more students may improve social trust among rural low-income young adults. 相似文献
16.
Despite significant progress over the past fifteen years associated with School Mapping Restructure (SMR) in Chinese rural
schools, many small schools have been closed or have merged with larger primary schools. This has resulted, among other things,
in difficulties for many students in rural areas who now have to travel longer distances to a central (primary) school and
whose families generally have to bear greater expenses for schooling. This paper examines the role of small rural schools
in the Chinese education system, looks at the context and impacts of SMR on these schools in terms of quality, cost and access
indicators, and highlights some of the key difficulties faced by these schools in the restructured education system. We argue
that small rural schools have a significant role to play in delivering education services in rural China and should therefore
be retained, supported and equipped with the right levels of facilities and quality services for them to fulfill their role.
The policy implications of these findings for education officials are discussed in the context of continuing SMR. 相似文献
17.
J.F. Phelan 《The Journal of Agricultural Education and Extension》2013,19(3):7-14
Abstract Rural areas are changing and extension if it is to remain relevant must meet the current needs of rural people. Over 50% of farm households in Ireland will have difficulty in maintaining viability and many farm households have an increasing dependence on off-farm earned income and on social transfers. The Irish advisory service Teagasc strongly supports the development of a competitive agriculture and although charging for some of its services is still heavily subsidised by state funding. The number of people employed by Teagsac is falling and it is suffering from an embargo on the recruitment of new staff. Other broader based rural development type extension services are emerging. The role that traditional extension services should play is now a critical issue and its response may determine whether it lives or dies. 相似文献
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The present study examined inter-ethnic, rural–urban, and sex differences in self-assessed intelligence (SAI) in a Malaysian general population sample. In total, 633 individuals varying in rural or urban location, ethnicity (Malay, Kadazan, and Bajau), and sex (women versus men) provided their self-assessed overall intelligence and ten multiple intelligences. In general, results of a series of univariate analyses of variance showed that urban participants tended to have higher SAI than their rural counterparts and that men reported higher SAI than women. There was also a significant main effect of ethnicity, with Malays generally having lower estimates than Bajaus and Kadazans, respectively. There were few significant interactions between ethnicity, urban–rural location, and sex. These data present the first concurrent investigation of ethnic, rural–urban, and sex differences in SAI, and are discussed in relation to previous theoretical discussions of SAI. 相似文献
19.
Many studies have examined whether children’s gender influences their educational attainment. However, there are limited studies on both the impact of parents’ education on children’s education and the educational gender gap in rural China. This paper investigates the impact of parents’ education on their children’s education from a gender perspective in rural China using comprehensive rural household data. We find that the educational gender gap in rural China has been decreasing over the last several decades. Moreover, the educational gender gap decreases as parents’ education increases. Parents’ initial educational attainment plays an important role in narrowing the educational gender gap. 相似文献
20.
Meichen Lu Manlin Cui Yaojiang Shi Fang Chang Di Mo Scott Rozelle Natalie Johnson 《Asia Pacific Education Review》2016,17(2):235-252
One of the Millennium Development Goals is to ensure universal access to primary education by 2015. However, primary school dropout remains a challenge in many developing countries. While official statistics in China report aggregated primary school dropout of only 0.2 %, almost no independent, survey-based studies have sought to verify these dropout rates in rural areas. The primary objective of our study is to document the dropout rate in primary schools in rural China and compare the dropout rate of ethnic minorities and Han students. Using a first-hand dataset of 14,761 primary students in northwest China, we demonstrate that the annual dropout rate in poor rural areas is 2.5 %, suggesting a cumulative dropout of 8.2 %. Importantly, Hui and Salar minority students drop out at rates that are significantly higher than the official rates. Most noteworthy, 23 % of Hui girls and 22 % of Salar girls are dropping out by the end of grade 6. Our findings call for more attention to China’s primary school dropout issue—especially in minority areas. Policymakers should begin to examine new ways to increase the chances for minority students to succeed in the educational system. 相似文献