Rural Education: A Review of Policies and Practices in Australia

This report delves into the multifaceted challenges and policies surrounding rural education, particularly within the context of Australia's marginal communities. It explores the historical and persistent disadvantages faced by rural educational systems, highlighting the difficulties teachers encounter in addressing these issues. The report emphasizes the importance of rethinking rural education through the lens of place theory and social capital, advocating for new teaching approaches and policies to improve educational outcomes. It references key studies and articles that examine the impact of social capital, the significance of teacher education in rural areas, and the need for sustainable solutions. The report also discusses the concept of rural social space, which is used to understand and address the challenges of locational disadvantage. The report stresses the need for high-quality education in rural and remote areas, and suggests that the development of effective policies and practices is critical for the future of rural communities. The report concludes by emphasizing the need for continued research and innovation in the field of rural education to ensure equitable educational opportunities for all students.

Running head: RURAL EDUCATION
Rural Education
Name of the Student
Name of the University
Author Note

1RURAL EDUCATION
Rural education has been a field of the practice and policy of education which has been
poorly theorized in the context of the place dynamics. The concept of education in the rural
communities is interesting for effective analysis of the connection among the schooling and the
notion of cultural politics. Rethinking the education of the rural communities in the context of
the place theory thus contribute to the implementation and the development of the place theory in
the theories of basic education. This is because the movements and the actions of the people,
their practices and the ideas within the rural places furthermore recommend the requirement or
the need for theorizing the rural education for the effective consideration of the relevance of the
theories of displacements and the sociologies of new mobility (Reid, 2017). There lie various
issues which the teachers face in meeting the challenges of the locational and persistent
disadvantages of the educational policies and meeting practices in the context of the educational
system of the marginal communities.
The evidence of the social and the justice efforts, as faced by the teachers regarding the
marginal locations does not necessarily continue the educational research and the practices
towards the matters of education in the rural communities (Reid et al., 2010). The persistent
communal disadvantages in the country of Australia confirms the existence of the entrenched
disadvantages in case of the discriminated rural communities and highlights on the fact that the
context of marginalization has not decreased over the last decades. The government has
emphasized closing the gap in the educational and the economic outcomes of the indigenous
population of Australia. Attempts have been furthermore taken to respond to the range of issues
that are associated with the social disadvantages. Apart from these, researches have furthermore
fund that there lies a complex interconnectivity among the concerns and the issues that affect the
sustainability factors of the rural region. The challenge of the implementation of the high-quality

2RURAL EDUCATION
education to the children of Australia who are residing in the rural and the remote locations is
significant and an ongoing concept. Rural problems in the field of education have been persistent
through centuries and have resulted in lessening up the interest of the teachers for propagating
education and learning to the children of the rural communities of the country (Kelly & Fogarty,
2015). In the world of education, the schooling and education in the rural communities are
insulted and officially named as deficient and socially undesirable. This act of symbolic violence
which insults the rural professionals or the teachers propagating learning on the rural locations is
undesirable.
Despite the efforts of the state, national and the territorial governments and the
community organizations the provision of the quality schooling and learning for the learners in
the rural communities has remained inconsistent and unreliable in nature (McConaghy, 2006).
The persistent communal disadvantage in Australia has been a wicked problem for long in the
educational sector. The regular dropping off the edge solutions is insufficient for the
marginalization and the issues of the rural learning system due to the factors of disadvantages
which have been socially and historically constructed throughout the decade. New policies and
strategies for the new teaching approaches are thus necessary for the effective propagation of
learning in the rural community.

3RURAL EDUCATION
References
Kelly, N., & Fogarty, R. (2015). An integrated approach to attracting and retaining teachers in
rural and remote parts of Australia. Journal of Economic and Social Policy, 17(2), 0_1.
McConaghy,C. (2006) Schooling Out of Place, Discourse: studies in the cultural politics of
education, 27(3), 325-339, DOI: 10.1080/01596300600838777
Reid, J. A. (2017). Rural education practice and policy in marginalised communities: Teaching
and learning on the edge. Australian and International Journal of Rural
Education, 27(1), 88.
Reid, J. A., Green, B., Cooper, M., Hastings, W., Lock, G., & White, S. (2010). Regenerating
rural social space? Teacher education for rural—Regional sustainability. Australian
journal of education, 54(3), 262-276.