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 Nine: Rural Spaces of Longing and Protest (Todd Alan Price)
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Rural Spaces OF Longing AND Protest
TODD ALAN PRICE
RE-CONCEPTUALIZING PLACE AND IDENTITY THROUGH STRUGGLE: VIDEO CURRICULUM
During my time spent attending the University of Wisconsin-Madison, Curriculum and Instruction coursework included most significantly Introduction to Video Production (1990) co-taught by feminist post-structural scholar Mimi Orner and political activist Ahmad Sultan and Teaching Film in the Classroom (1991) led by critical postmodern educator, Elizabeth Ellsworth. Video screenings—along with readings, including The ideology of images in educational media (Ellsworth & Whatley, 1990)—would soon follow. The collective works of these excellent scholars imparted upon me many useful lessons, none more powerful than the idea(s) that moving images work as texts, no less so than the printed words in K-12 student’s school books. Furthermore, texts are “aimed” at the center, marginalizing those on the periphery and providing rich insight into power; video and film reels in education and elsewhere, presented as neutral [author’s italics], are in the obverse contested sites [author’s italics] for interpretation, representation, ideology and power. I was impressed that courses and lessons such as these could be embedded in what appeared to me (remains so today) to be the otherwise conservative discipline of teacher education. My imagination was stirred by the potential uses of “non-static” media for social change. Video and film in education and for education, especially interviews and observation to produce the documentary form, became part of my undertaking and helped...
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