TY - CHAP
T1 - Rural in a Different Caye: Listening to Early School Leavers About the Importance of Place
AU - Etheridge, Bevin
N1 - CHAPTER FIFTEEN: Rural in a Different Caye: Listening to Early School Leavers About the Importance of Place Vol. 494, Forgotten Places: Critical Studies in Rural Education (2017), pp. 235-254 (20 pages) Published By: Peter Lang AG https://www. jstor .org/stable/45177664
Etheridge, Bevin. (2017). "Rural in a Different Caye: Listening to Early School Leavers About the Importance of Place". In W.M. Reynolds (Ed.), Forgotten Places: Critical Studies in Rural Education (Counterpoints: Studies in Criticality series, Volume 494, pp. 235-254). Peter Lang.
PY - 2017
Y1 - 2017
N2 - Educational research in small, "developing" nation-states is primarily driven by the neoliberal imperatives of international development agencies that require both measurable outcomes and favor quantitative research. With equity and access as primary goals, the focus of most research is limited to assessing whether poorer populations and rural communities are participating in the educational system and "catching up" academically. Although over half of Belize's population life in rural areas (World Bank, 2015), research agendas are similar to metropolitan-based scholarship elsewhere which often ignores the relationship of specific rural places to education (Howley & Howley, 2014). While equity and access are both justifiable and worthwhile goals for education everywhere, educational research and policy, albeit sometimes unintentionally, can result in silencing the people whom schools serve and rendering the places in which schools exist invisible.
AB - Educational research in small, "developing" nation-states is primarily driven by the neoliberal imperatives of international development agencies that require both measurable outcomes and favor quantitative research. With equity and access as primary goals, the focus of most research is limited to assessing whether poorer populations and rural communities are participating in the educational system and "catching up" academically. Although over half of Belize's population life in rural areas (World Bank, 2015), research agendas are similar to metropolitan-based scholarship elsewhere which often ignores the relationship of specific rural places to education (Howley & Howley, 2014). While equity and access are both justifiable and worthwhile goals for education everywhere, educational research and policy, albeit sometimes unintentionally, can result in silencing the people whom schools serve and rendering the places in which schools exist invisible.
UR - https://www.jstor.org/stable/45177664
M3 - Chapter
BT - Forgotten Places: Critical Studies in Rural Education
ER -