Critical Studies in Rural Education
Edited By William M. Reynolds
Forgotten Places: Critical Studies in Rural Education critically investigates and informs the construction of the rural, rural identity and the understanding of the rural internationally. This book promotes and expands the notion of critical understandings of rural education, particularly in the areas of race, class, gender, and LGBTQ, with conceptualizations of social justice. While there have been many volumes written on critical issues in urban education, only a small number have been produced on rural education, and the majority of those are not critical. By contrast, Forgotten Places not only discusses "schools in the country," but also expands conceptualizations of the rural beyond schools and place as well as beyond the borders of the United States. It also tackles the artificial duality between conceptualizations of urban and rural. Forgotten Places includes scholarly investigations into the connections among the symbolic order, various forms of cultural artifacts and multiple readings of these artifacts within the context of critical/transformational pedagogy. This book fills a significant gap in the scholarly work on the ramifications of the rural.
Chapter Six: Foxfire: Educational Deliverance in the Land of Deliverance (Frank Bird III)
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Educational Deliverance in the Land of Deliverance
FRANK BIRD III
In this journey of life I have always been a teacher, learner and a searcher. I first taught swimming lessons when I was twelve years old in our back yard pool. Over the years since then I have either been a teacher or indirectly involved in teaching, training and always learning. I have crossed the streams in my life that I have encountered using bridges, dangling ropes, jumped a few smaller ones, waded across and found the most satisfying method stepping one stone at a time through the water. When I did cross the stream I had accomplished something and along the way I did become a great swimmer. My sojourns to North Georgia often find me sitting alongside a stream, waterfall or river reflecting on my day.
My first thought in applying this idea of a stream to education came as I read through numerous papers, articles, and blogs some condemning and some redeeming of the public education sector. In my undertaking reflecting on my experiences with the Foxfire Approach to teaching in Rabun County Georgia, a river is literally an active part of the story. Public Education is not something that is easily positioned into definitive boxes. There are as many various separate individual aspects as there are children and communities where public education is taking place. There is fluidity...
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