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Social Justice in Rural Schooling

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Understanding Social Justice in Rural Education

Abstract

This chapter focuses on how rural school participants (students, teachers, principals, and parents) understand social justice in relation to their experiences in the present institutionalized time and space of schooling. Through their explanations of the challenges and opportunities, they illustrate how socially just schooling really is in rural places, and what kind of processes and outcomes schools are creating and perpetuating in a particular time and space. The aim of the chapter is to analyze the quality of education provided in rural schools and how socially just participants believe it is. The first part of the chapter looks at students’ discourses, beliefs, and experiences, while the second examines teachers, parents, and principals’ views. Participants’ comments and experiences reveal a strong presence of the idea of equality as a descriptor of social justice in the institutionalized time and space of rural schooling.

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Authors and Affiliations

  1. Youth Research Centre, Graduate School of Education, University of Melbourne, Melbourne, Australia

    Hernán Cuervo

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  1. Hernán Cuervo
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Cuervo, H. (2016). Social Justice in Rural Schooling. In: Understanding Social Justice in Rural Education. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-50515-6_5

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  • DOI: https://doi.org/10.1057/978-1-137-50515-6_5

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  • Publisher Name: Palgrave Macmillan, New York

  • Print ISBN: 978-1-137-50514-9

  • Online ISBN: 978-1-137-50515-6

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