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 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.
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.