Christmas break is in full swing. I've finished my coursework for the semester and so I'm ready for some family time. As part of my studies, I've been reading a lot of published journal articles related to education. These are all peer reviewed studies, and many of them are really interesting or timely. I thought I'd share some during my break. I've included citations and my own summaries. Consider this part three of three. Enjoy and Merry Christmas!
Development, aspirations, mobilities, place, and education
- Corbett, M. (2016). Rural futures: Development, aspirations, mobilities, place, and education. Peabody Journal of Education, 91(2), 270–282. https://doi.org/10.1080/0161956X.2016.1151750
The author of this paper is reflecting on the additional articles in the journal issue and broader topics related to rural education. Topics include, the history of rural education in relation to much more influential urban education, the complexities of “out-migration,” and the tendency for schools to define success as leaving rural areas.
The author of this paper provides an overview of many different ideas that could be useful to me in helping to define the major issues within rural education. Luckily these concepts are well cited for me to further research. I appreciate the non-pandering tone of the article, and it appears that Corbett has a deep sense of the negative urban influence over rural education. Beyond this, Corbett recognizes that rural systems of community learning may be better at helping students understand broader systems, whereas urbanized education tends to focus down to specifics.
The author of this paper provides an overview of many different ideas that could be useful to me in helping to define the major issues within rural education. Luckily these concepts are well cited for me to further research. I appreciate the non-pandering tone of the article, and it appears that Corbett has a deep sense of the negative urban influence over rural education. Beyond this, Corbett recognizes that rural systems of community learning may be better at helping students understand broader systems, whereas urbanized education tends to focus down to specifics.
Parent Engagement in Identifying and Serving Diverse Gifted Students: What Is the Role of Leadership?
- Mun, R. U., Ezzani, M. D., & Yeung, G. (2021). Parent Engagement in Identifying and Serving Diverse Gifted Students: What Is the Role of Leadership? Journal of Advanced Academics, 32(4), 533–566. https://doi.org/10.1177/1932202X211021836
The authors pursued a qualitative study to show how districts engage parents of socioeconomically diverse students in the gifted identification process. The authors specifically sought to determine what barriers might exists for parents, and how parents advocate for their children in gifted education or advanced programs. Ishimaru’s conceptual framework was used for this study, which allowed the authors to delve into collective, reciprocal, and relational dynamics between parents and districts. The authors formed six focus groups to engage 39 parents.
The utilization of Ishimaru’s conceptual framework may be particularly useful for studying rural gifted and talented dynamics. This framework allows for culturally specific and place-based relational study on family engagement.
The authors noted that the results of this study indicate that schools should engage parents in decision-making, and specifically engage “nondominant parents as educational leaders” in ways that go beyond simple parent advocacy. It seems like a missed opportunity for the authors to not have gone just a little bit further and asked their focus groups about how parents might be best engaged.
The utilization of Ishimaru’s conceptual framework may be particularly useful for studying rural gifted and talented dynamics. This framework allows for culturally specific and place-based relational study on family engagement.
The authors noted that the results of this study indicate that schools should engage parents in decision-making, and specifically engage “nondominant parents as educational leaders” in ways that go beyond simple parent advocacy. It seems like a missed opportunity for the authors to not have gone just a little bit further and asked their focus groups about how parents might be best engaged.
‘The brainy ones are leaving’: The subtlety of (un)cool places through the eyes of rural youth
- Pedersen, H. D., & Gram, M. (2018). ‘The brainy ones are leaving’: The subtlety of (un)cool places through the eyes of rural youth. Journal of Youth Studies, 21(5), 620–635. https://doi.org/10.1080/13676261.2017.1406071
The authors conducted interviews with 49 high school students in rural Denmark. The authors sought to add to the broader literature about rural student identities and the struggle that many students face when seeking educational and eventually professional success. Specifically, how can you be cool if you are living in what is culturally being defined as an uncool place?
The authors penned a catchy title and took a serious look at the influences that affect students who are considered successful in school. The authors recognized that popular culture is built around an urban value system, that local schools suggest that success means going to college away from the current rural area, and that students view “staying behind” as an option only for students who aren’t as “clever.”
Alaska youth are influenced by the same factors, however Alaska’s communities are not benefiting from the decentralization efforts being made in Denmark. Authors noted that efforts are being made in Denmark to decentralized governmental work and higher education. Denmark is also working to pave roads across the country. These efforts will allow workers in Denmark to return to their rural communities and retain their high paying jobs.
There are many connections to be made with Alaska, however this study was done in Denmark, which has a much smaller landmass than Alaska. Alaskan rural communities are even more remote. This may limit the applications of this study. On the other hand, it may simply suggest that Alaskan youth face an even more daunting situation.