19 SES 11 A, Ethnographic Research on Rural Education in a Metrocentric Europe. Different Processes of Spatial Inclusion and Exclusion. Part 1
Symposium to be continued in 19 SES 12 A
This presentation draws together themes from fieldwork in six different types of Swedish rural area and their schools (Rural youth. Education, place and participation, The Swedish Research Council 2014-2017). In order to highlight variety and plurality, and to apply a relational understanding on what constitutes a place, we chose to include six rural communities/areas in our sample: both sparsely populated areas and small industrial, often ’de-industrialised’ areas, where each varied with respect to size, geographical location, labour history etc. In each of these communities we did fieldwork in one school class, grade 8 or 9, at the local school for five weeks (observations, interviews, conversations) (Jeffrey & Troman, 2004). The project draws theoretically on Marxist material spatial geography (e.g. Massey, 1994), and the centrality of studying different rural contexts in relation to each other and in relation to present urban norms (Farrugia, 2014). This also includes that participation and place must be understood together. To understand processes and experiences of participation we have had the ambition to recognize both the place itself – its’ local social relations, its’ labour market etc. and the relationships that extend the particular place (Massey, 1994). The views and positioning of different groups of students in relation to local historic and present relations are central. Key themes include youth images of places, strategies to maintain relations to place, and metrocentric criticism, school presentation of place, school values, various silences found in teaching, and school and cultural processes and change (including the special challenges and options of migration, as in the recent influx of refugees from Syria, but also of labour migrants). Social divisions, such as gender and class (including the various understandings of social background in rural/urban settings) are also considered and our findings of less stereotyped gender relations than in previous rural research are given particular attention.
Jeffrey, B. & Troman, G. (2004). Time for ethnography. British Journal of Educational Research, 30(4), 535-548. Farrugia, D. (2014). Towards a spatialised youth sociology: the rural and the urban in times of change. Journal of Youth Studies, 17(3), 293-307. Massey, D. (1994). Space, place and gender. Cambridge: Polity Press.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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