NW 14: Giving consideration to tensions between school-community specificities and global realities in educational research

NW 14  Communities, Families and Schooling in Educational Research

Giving consideration to tensions between school-community specificities and global realities in educational research

Respecting the conference theme, ’Education in a Changing World: The impact of global realities on the prospects and experiences of education research’, ECER/EERA Network 14 invites contributions examining the tensions between the realities of school-community relationships, in particular those involving families and schools in the socio-educational development of the community, and the drive towards homogenization in education. For example: How can schools harmonize local and global perspectives throughout the curriculum and classroom activities? What approaches should educational researchers take to examine critically the tensions between the specificities of school-community relationships and global realities?

The Call
This call unites the key concepts of ECER/EERA Network 14’s research mission: communities, families, schooling and place. It invites contributions on school-community relationships in all locations confronted by the drive towards homogenization across school systems. Contributions should suggest a mapping for an understanding of which local specificities should be given consideration in a global reality context and how this special consideration could be promoted by learning or teaching and/or the community.

This call continues Network 14’s examination of the theme of socio-educational development in wider contexts beyond the rural to the regional, remote, urban, local, and even virtual places and spaces.

Network 14 welcomes contributions on (1) how cooperation or partnerships between schools and/or other organisations can be initiated and sustained to foster community development in the context of a global reality, (2) how a global reality may adversely affect the school-community relationships and (3) how a global reality may have a positive influence on these relationships. 

Contributions may build on existing work, challenging commonsense understandings about binaries relating to place (Corbett & White, 2014; Cuervo, 2016; Gristy et al., 2020; Roberts & Fuqua, 2021), policy (Hudson et al, 2019; Tromp & Datzberger, 2021), problematizing notions of community and place (Pini & Mayes, 2015; Cedering & Wihlborg, 2020, Solstad & Andrews, 2020) and/or the rewriting of curriculum (Green et al., 2021).

It is expected that the papers submitted as part of this call will be diverse, representing a range of interrogations, which might address:

  • What can be learned in/from different places and spaces?
  • Should there be a convergence between a global reality and a local specificity in educational research?
  • How do schools and other organisations respond to global realities?
  • How is global learning promoted through school-family-community relationships?
  • How can local and global educational challenges of climate change be met?
  • How can global education norms lead to new forms of inequalities at local level?
  • How can families and schools work together in educating future global citizens able to promote changes to improve their communities?

Contact Person(s)
Laurence Lasselle, University of St Andrews, UK, laurence.lasselle(at)st-andrews.ac.uk, ECER/EERA NW14 link convenor.

Cedering, M., & Wihlborg, E. (2020). Village schools as a hub in the community - A time-geographical analysis of the closing of two rural schools in southern Sweden,

Journal of Rural Studies, 80, 606-617. https://doi.org/10.1016/j.jrurstud.2020.09.007.

Corbett, M., & White, S. (Eds.) (2014). Doing educational research in rural settings: Methodological issues, international perspectives and practical solutions. London: Routledge.

Gristy, C., Hargreaves, L., & Kučerová, S.R. (Eds.) (2020). Educational Research and Schooling in Rural Europe: An Engagement with Changing Patterns of Education, Space and Place, Information Age Publishing.

Cuervo, H. (2016). Understanding social justice in rural education. Palgrave Macmillan.

Green, B., Roberts, P., & Brennan, M. (Eds.) (2021). Curriculum Challenges and Opportunities in a Changing World: Transnational Perspectives on Curriculum Inquiry. Palgrave Macmillan.

Hudson, B., Hunter, D., & Peckham, S. (2019). Policy failure and the policy-implementation gap: can policy support programs help?, Policy Design and Practice, 2(1), 1-14, DOI: 10.1080/25741292.2018.1540378

Pini, B., & Mayes, J. (2015). Australian rural education research: A geographical perspective, Australian and International Journal of Rural Education, 25(3), 26-35.

Roberts, P., & Fuqua, M. (2021). Ruraling education research: Connections between rurality and the disciplines of educational research. Springer.

Solstad, K.J., & Andrews, T. (2020). From rural to urban to rural to global: 300 years of compulsory schooling in rural Norway, Journal of Rural Studies, 74, 294-303, https://doi.org/10.1016/j.jrurstud.2019.10.034

Tromp, R.E., & Datzberger, S. (2021). Global education policies versus local realities. Insights from Uganda and Mexico, Compare: A Journal of Comparative and International Education, 51(3), 356-374, DOI: 10.1080/03057925.2019.1616163