Abstract
This article brings together the fields of rural education research and other rural
social sciences and humanities to advance the notion of rural-regional sustainability.
Literature suggests rural schooling may at times work against the interests of
rural communities because of the different knowledge and value systems in operation.
Through survey analysis of community understandings of sustainability in
the Murray-Darling Basin, Australia, and a content analysis of sustainability in the
curriculum documents of educational justifications servicing the same bio-region,
the article outlines how conflicting meanings are often in use. These meanings, it
is suggested, can work against the sustainable futures of rural communities and
potentially put the missions of schools and communities in conflict. Recognizing
that sustainability is a broad term used in often competing ways, the article
suggests the idea of rural-regional sustainability is a positive, future-orientated
term that can connect schools and communities working together to sustain
rural regions.
Original language | English |
---|---|
Pages (from-to) | 15-36 |
Number of pages | 22 |
Journal | Rural Society |
Volume | 25 |
Issue number | 1 |
DOIs | |
Publication status | Published - 2016 |