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.
Introduction: Forgotten Places in the New Gilded Age of Greed and Insensitivity (William M. Reynolds)
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Forgotten Places in the New Gilded Age of Greed and Insensitivity
WILLIAM M. REYNOLDS
One in five poor children in this country lives in a rural area. Yet this group of vulnerable young Americans is seldom on the minds of the public or policy makers when they talk about child poverty in the United States. The image, rather, is overwhelmingly an urban one despite higher poverty rates in rural areas for decades.
—O’HARE (2009, P. 3)
This juxtaposition of robber-baron power and greed is rarely mentioned in the mainstream media in conjunction with the deep suffering and misery now experienced by millions of families, workers, children, jobless public servants and young people. This is especially true of a generation of youth who have become the new precariat (Standing, 2011)—a zero generation relegated to zones of social and economic abandonment and marked by zero jobs, zero future, zero hope and what Zygmunt Bauman has defined as a societal condition which is more “liquid,” (Bauman, 2007a) less defined, punitive, and, in the end, more death dealing.
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