14 SES 11 A, Status and Perspectives on Researching in Small and Rural Schools Practices
Spanish rural schools have become more diverse due to migration both within Europe and from non-European countries with this creating potentially new challenges and opportunities for teachers. Teaching practices research become central arenas in this scenario for creating deepened understandings of education and inclusion and for considering local and global discussions. The main aim of this paper is therefore to contribute to the knowledge and exchange, reflection and discussion about the status of rural schools research in these respects in Spain. Connecting this is a challenge for educational research. Previous studies have already highlighted the relevance of teaching practices in small rural schools to deal with inclusion in conditions of diversity (e.g. Vigo and Dieste, 2020; Vigo and Soriano, 2014, 2015, 2020; Vigo and Beach, 2018, 2021; Beach and Vigo, 2020a, 2020b). This research has dealt with the challenges of globalization, market, migratory movements and inclusion and the implications and needs that these factors demand from small rural schools and policy. They ask questions about how different rural schools respond to the current conditions from teaching practices. Using a meta-ethnographic analysis (Noblit and Hare, 1988; Noblit, 2019) this paper is showing different teaching practices and experiences about them from teachers and families to connect the life inside (through the curriculum) and outside the school. However, silences are present too. Opportunities, silences and tensions are around de context of small rural schools in Spain.
Beach, D., & Vigo-Arrazola, M. B. (2020). Community and the education market: A cross-national comparative analysis of ethnographies of education inclusion and involvement in rural schools in Spain and Sweden. Journal of Rural Studies, 77, 199-207. Noblit, G. (2019). “Meta-ethnography in education. Education, Cultures and Ethnicities.” In Oxford Research Encyclopedia of Education. Noblit G. W., & Hare, R. D. (1988). Meta-ethnography: synthesizing qualitative studies. Newbury Park: Sage Publications. Vigo-Arrazola, B., & Beach, D. (2021). Promoting professional growth to build a socially just school through participation in ethnographic research. Professional Development in Education, 47(1), 115-127. Vigo-Arrazola, B., & Dieste-Gracia, B. (2020). Identifying characteristics of parental involvement: aesthetic experiences and micro-politics of resistance in different schools through ethnographic investigations. Ethnography and Education, 15(3), 300-315. Vigo-Arrazola, B., & Soriano-Bozalongo, J. (2014). Teaching practices and teachers' perceptions of group creative practices in inclusive rural schools. Ethnography and Education, 9(3), 253-269. Vigo-Arrazola, B., & Soriano-Bozalongo, J. (2015). Family involvement in creative teaching practices for all in small rural schools. Ethnography and Education, 10(3), 325-339. Vigo, B., & Soriano, J. (2020). Development and research of the rural school situation in Spain. En C. Gristy, C., Hargreaves, L. and Kučerov, L.(ed.) Educational research and schooling in rural Europe (175-198). IAP Information Age Publishing.
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