Looking for the Rural: Epistemic absences and cultural silence

Research output: A Conference proceeding or a Chapter in BookChapterpeer-review


In this chapter I look for the way the rural is recognised, and understood, within the Australian Curriculum. I build on my previous work examining the lack of recognition, and appreciation of, the rural in Australian education (Roberts, 2014, 2015). In that work I positioned the curriculum as a social justice issue related to the representation of the rural, and the in/ability of rural students to see themselves in schooling. Such a perspective builds upon recognitive and recognitional social justice arguments (e.g. Fraser, 2008; Young, 1990; Yeatman, 1990) around the ability of marginalised groups to be represented, and have a say in, the curriculum. Problematically, the rural has tended to be left out of the recognised groups deserving of particular attention. I argue that their interests are not represented in the current Australian Curriculum, and as such the place of the rural in modern Australia is questioned.
Original languageEnglish
Title of host publicationThe Australian Curriculum: Promises, problems and possibilities
Place of PublicationAustralia
PublisherAustralian Curriculum Studies Association
Number of pages9
ISBN (Print)9781875864775
Publication statusPublished - 1 Apr 2018


Dive into the research topics of 'Looking for the Rural: Epistemic absences and cultural silence'. Together they form a unique fingerprint.

Cite this