Schools that Don’t Close: Possible Places and Spaces for Progressive Teaching, Learning, and Research ...
Small schools and their communities contribute to an important, though threatened, knowledge base. The threat adheres in underlying technologies (conceptual and material) that propel the capitalistic world towards the rationalization of all aspects of human activity. In education, this appears in th...
| Main Author: | |
|---|---|
| Format: | Article in Journal/Newspaper |
| Language: | English |
| Published: |
Alberta Journal of Educational Research
2015
|
| Subjects: | |
| Online Access: | https://dx.doi.org/10.11575/ajer.v60i4.55979 https://journalhosting.ucalgary.ca/index.php/ajer/article/view/55979 |
| Summary: | Small schools and their communities contribute to an important, though threatened, knowledge base. The threat adheres in underlying technologies (conceptual and material) that propel the capitalistic world towards the rationalization of all aspects of human activity. In education, this appears in the consolidation of small schools and ever larger units of organization. From three studies of Newfoundland coastal communities, I describe schools that were deemed to be “necessarily existing.” Because of their isolated location, students from the schools could not be transported to larger centres. While reporting both positive and negative features of actual small, rural schools, I argue against hasty school closures and point, instead, to rural school and community opportunities for “place, voice, and space-based” teaching, learning, and research. Small, rural schools can be pivotal in leading Canadian education from its deeply rooted, market-based ideology to progressive and socially relevant practices that ... : Alberta Journal of Educational Research, Vol. 60 No. 4 (2014): Winter: (Theme Issue) ... |
|---|