We're Small Enough to Close but Big Enough to Divide: The Complexities of the Nova Scotia School Review Process

Autor/in	Tinkham, Jennifer
Titel	We're Small Enough to Close but Big Enough to Divide: The Complexities of the Nova Scotia School Review Process
Quelle	In: Alberta Journal of Educational Research, 60 (2014) 4, S.726-740 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-4805
Schlagwörter	Rural Schools; Foreign Countries; Interviews; Activism; School Closing; Budgets; Enrollment; Educational Administration; Educational Policy; Economic Development; Barriers; Canada + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ausland; Interviewing; Interviewtechnik; Aktivismus; Politischer Protest; School closings; Schließung; Schließung (von Schulen); Finanzhaushalt; Einschulung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Politics of education; Bildungspolitik; Wirtschaftsentwicklung; Kanada
Abstract	Through interviews conducted in the fall of 2013 and winter of 2014, this paper presents a portrait of the various issues faced by community activists in fighting to keep their small rural schools open amidst constraints, most notably, provincial budget cuts and low enrolment numbers in rural areas. At the same time, school board members seeking to close small schools in rural areas faced their own sets of constraints. Participants were asked to discuss: their experiences in the small schools review process, their suggestions for policy design and implementation, and their notions around what small schools mean to rural sustainability and future economic development. Throughout these interviews, the participants from both contexts highlighted the struggles they faced during the review process and the impact of school closures on their children, their communities, and themselves. In addition to metrocentric (Green & Corbett, 2013) assumptions faced by the activists in the school review and closure process, there were additional issues concerning the configurations of people with different orientations as they attempted to participate in a democratic dialogue within the school closure process. (As Provided).
Anmerkungen	University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://ajer.synergiesprairies.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01