"We matter to society": Societal importance and complex market position of two rural upper secondary schools
Previous studies on schools in rural areas have signified their importance for the communities concerned, for various reasons. Yet, research on education is most often approached from urban perspectives and theories, focusing more on what the rural areas lack in comparison to urban areas, instead of...
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Format: | Article in Journal/Newspaper |
Language: | Icelandic |
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Menntavísindasvið Háskóla Íslands
2022
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Online Access: | https://ojs.hi.is/tuuom/article/view/3456 https://doi.org/10.24270/tuuom.2021.30.8 |
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fticelandunivojs:oai:ojs.hi.is:article/3456 2023-05-15T16:52:54+02:00 "We matter to society": Societal importance and complex market position of two rural upper secondary schools „Við skiptum máli fyrir samfélagið“. Samfélagslegt mikilvægi og flókin samkeppnisstaða tveggja framhaldsskóla í dreifðum byggðum Bjarnadóttir, Valgerður S. Ragnarsdóttir, Guðrún 2022-01-07 application/pdf https://ojs.hi.is/tuuom/article/view/3456 https://doi.org/10.24270/tuuom.2021.30.8 isl ice Menntavísindasvið Háskóla Íslands https://ojs.hi.is/tuuom/article/view/3456/pdf https://ojs.hi.is/tuuom/article/view/3456 doi:10.24270/tuuom.2021.30.8 ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 CC-BY Icelandic Journal of Education; Árg. 30, Nr 2 (2021): Tímarit um uppeldi og menntun; 67-87 Tímarit um uppeldi og menntun; Árg. 30, Nr 2 (2021): Tímarit um uppeldi og menntun; 67-87 2298-8408 2298-8394 rural education upper secondary schools marketization spatiality social justice framhaldsskólar dreifðar byggðir samkeppni og markaðsvæðing staðarsamhengi félagslegt réttlæti info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion 2022 fticelandunivojs https://doi.org/10.24270/tuuom.2021.30.8 2022-09-21T13:39:33Z Previous studies on schools in rural areas have signified their importance for the communities concerned, for various reasons. Yet, research on education is most often approached from urban perspectives and theories, focusing more on what the rural areas lack in comparison to urban areas, instead of emphasizing their local value. Therefore, researchers have argued for the importance of studying the ruralities from different perspectives, acknowledging and contextualizing different realities and contexts. This study is an attempt to do so, by focusing on two different rural upper secondary schools, with the aim of exploring the value they bring to their local communities and the challenges they face in a marketized upper secondary school environment.The paper presents an analysis of semi-structured interviews with school leaders (N=4), teachers (N=4), and students (N=9) from two small rural schools in Iceland. The two schools participated in a larger research project on Upper Secondary School Practices, conducted in 2013–2015. The two schools presented here were the only schools in the sample that can be considered rural schools. They had fewer than 200 enrolled students and were in small villages in sparsely populated areas. The interview frameworks were different depending on the group that was being interviewed. However, some common themes were discussed, such as the school ethos and identity, policy implementations, school choice, and competition. The interviews were all about 60–90 minutes long and were transcribed verbatim before they were analyzed. The analysis of the data followed Braun and Clarke’s (2013) steps of thematic analysis which involved reading the interviews carefully more than once, adding comments and writing familiarization notes to each of them. Then the data set was coded by conducting focused coding, which involved reading the interviews a few more times while making exploratory comments and further developing them into codes, centering on patterns related to the rural challenges and ... Article in Journal/Newspaper Iceland University of Iceland: Peer Reviewed Journals Tímarit um uppeldi og menntun 30 2 67 87 |
institution |
Open Polar |
collection |
University of Iceland: Peer Reviewed Journals |
op_collection_id |
fticelandunivojs |
language |
Icelandic |
topic |
rural education upper secondary schools marketization spatiality social justice framhaldsskólar dreifðar byggðir samkeppni og markaðsvæðing staðarsamhengi félagslegt réttlæti |
spellingShingle |
rural education upper secondary schools marketization spatiality social justice framhaldsskólar dreifðar byggðir samkeppni og markaðsvæðing staðarsamhengi félagslegt réttlæti Bjarnadóttir, Valgerður S. Ragnarsdóttir, Guðrún "We matter to society": Societal importance and complex market position of two rural upper secondary schools |
topic_facet |
rural education upper secondary schools marketization spatiality social justice framhaldsskólar dreifðar byggðir samkeppni og markaðsvæðing staðarsamhengi félagslegt réttlæti |
description |
Previous studies on schools in rural areas have signified their importance for the communities concerned, for various reasons. Yet, research on education is most often approached from urban perspectives and theories, focusing more on what the rural areas lack in comparison to urban areas, instead of emphasizing their local value. Therefore, researchers have argued for the importance of studying the ruralities from different perspectives, acknowledging and contextualizing different realities and contexts. This study is an attempt to do so, by focusing on two different rural upper secondary schools, with the aim of exploring the value they bring to their local communities and the challenges they face in a marketized upper secondary school environment.The paper presents an analysis of semi-structured interviews with school leaders (N=4), teachers (N=4), and students (N=9) from two small rural schools in Iceland. The two schools participated in a larger research project on Upper Secondary School Practices, conducted in 2013–2015. The two schools presented here were the only schools in the sample that can be considered rural schools. They had fewer than 200 enrolled students and were in small villages in sparsely populated areas. The interview frameworks were different depending on the group that was being interviewed. However, some common themes were discussed, such as the school ethos and identity, policy implementations, school choice, and competition. The interviews were all about 60–90 minutes long and were transcribed verbatim before they were analyzed. The analysis of the data followed Braun and Clarke’s (2013) steps of thematic analysis which involved reading the interviews carefully more than once, adding comments and writing familiarization notes to each of them. Then the data set was coded by conducting focused coding, which involved reading the interviews a few more times while making exploratory comments and further developing them into codes, centering on patterns related to the rural challenges and ... |
format |
Article in Journal/Newspaper |
author |
Bjarnadóttir, Valgerður S. Ragnarsdóttir, Guðrún |
author_facet |
Bjarnadóttir, Valgerður S. Ragnarsdóttir, Guðrún |
author_sort |
Bjarnadóttir, Valgerður S. |
title |
"We matter to society": Societal importance and complex market position of two rural upper secondary schools |
title_short |
"We matter to society": Societal importance and complex market position of two rural upper secondary schools |
title_full |
"We matter to society": Societal importance and complex market position of two rural upper secondary schools |
title_fullStr |
"We matter to society": Societal importance and complex market position of two rural upper secondary schools |
title_full_unstemmed |
"We matter to society": Societal importance and complex market position of two rural upper secondary schools |
title_sort |
"we matter to society": societal importance and complex market position of two rural upper secondary schools |
publisher |
Menntavísindasvið Háskóla Íslands |
publishDate |
2022 |
url |
https://ojs.hi.is/tuuom/article/view/3456 https://doi.org/10.24270/tuuom.2021.30.8 |
genre |
Iceland |
genre_facet |
Iceland |
op_source |
Icelandic Journal of Education; Árg. 30, Nr 2 (2021): Tímarit um uppeldi og menntun; 67-87 Tímarit um uppeldi og menntun; Árg. 30, Nr 2 (2021): Tímarit um uppeldi og menntun; 67-87 2298-8408 2298-8394 |
op_relation |
https://ojs.hi.is/tuuom/article/view/3456/pdf https://ojs.hi.is/tuuom/article/view/3456 doi:10.24270/tuuom.2021.30.8 |
op_rights |
##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 |
op_rightsnorm |
CC-BY |
op_doi |
https://doi.org/10.24270/tuuom.2021.30.8 |
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Tímarit um uppeldi og menntun |
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30 |
container_issue |
2 |
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67 |
op_container_end_page |
87 |
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