[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-595557-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-595557-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","toward-a-geography-of-rural-education-in-canada","Toward a Geography of Rural Education in Canada","","The field of rural education in Canada remains underdeveloped, shaped by the marginal position of rurality in wider educational and policy discourses. By drawing on geography and spatial thinking within social theory and education, the article reframes “space” and “place” as central to understanding rural schooling. Rather than treating rurality as merely peripheral or deficit-ridden, it argues that rural communities and schools can generate higher quality educational outcomes, given the economic, political, and cultural challenges they confront.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/toward-a-geography-of-rural-education-in-canada/595557/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/toward-a-geography-of-rural-education-in-canada/595557.png","ImageObject",300,407,{"name":42,"@type":43},"Well Done","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why has rural education in Canada remained relatively underdeveloped?","Question",{"text":63,"@type":64},"The article attributes this to the limited development of the field and to the marginal status of rurality itself within educational discourse and policy.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the article use geography and spatial thinking to analyze rural education?",{"text":68,"@type":64},"It argues that the emergence of geography and spatial thinking creates an opportunity to reassess the importance of space and place in educational theory and policy.",{"name":70,"@type":61,"acceptedAnswer":71},"What is the article’s main argument about rural schools and educational outcomes?",{"text":72,"@type":64},"It challenges deficit framing by suggesting that rural schools may produce higher quality educational outcomes than is commonly attributed to them.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},595557,1792190412,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","Toward a Geography of Rural Education in Canada  \nMichael Corbett  \nAcadia University  \nAbstract  \nThe field of rural education has not been significantly developed in Canada and the marginal status of the rural itself has contributed to this peripheral status. The emergence of geography and spatial thinking generally in social theory and in educational thought represents an opportunity to re-evaluate the importance of space and place in educational theory and policy discourse. Rather than a space formal education leaves behind, or as the location of impoverishment, isolation, and deficit, I argue that rural communities occupy an important place on the Canadian educational landscape. Given the economic, political, and cultural challenges they face, I suggest rural schools may produce higher quality educational outcomes than are generally attributed to them.  \nKeywords: rural education, policy, geography, assessment  \nRésumé  \nLe champ de l’éducation rurale n’a pas été développé de manière significative au Canada et le statut marginal de la ruralité elle-même a contribué à son statut périphérique. L’émergence de la géographie et de la réflexion spatiale au sens large dans la théorie sociale et la pensée éducative représente une opportunité de réévaluer l’importance de l’espace et  \nCanadian Journal of Education / Revue canadienne de l’éducation 37:3 (2014)©2014 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \ndu lieu dans la théorie éducative ainsi que dans le discours politique. Plutôt qu’un espacedélaissé par l’éducation formelle ou que le lieu de l’appauvrissement, de l’isolation et du déficit, mon argument est que les communautés rurales occupent une place importante dans le paysage éducatif canadien. Étant donné les défis économiques, politiques et culturels qu’elles rencontrent, je suggère que les écoles rurales produisent peut-être des résultats éducatifs de qualité supérieure à ce qu’on leur attribue généralement.  \nMots-clés : éducation rurale, politique, géographie, évaluation  \nCanadian Journal of Education / Revue canadienne de l’éducation 37:3 (2014) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nNot so long ago I met a new colleague who asked me about my research. I told him I ama sociologist working in the area of rural education.“Oh, you do international work,”he replied. This perception of rurality in education is not uncommon. The implication is that rurality exists in “developing” societies, not in advanced,“modern” places like North America. Furthermore, in the context of modern capitalist states, rurality is either a peripheral, relatively unimportant and “empty” geography or a historical artefact. Indeed, there is a teleological argument that perhaps sits at the heart of theoretical traditions across social science disciplines. This is the notion that rurality is the condition out of which societies are thought to develop and become capitalist, democratic, and urban. In this metanarrative, education is inevitably associated with the urbane, the modern, and with development, while rurality is associated with isolation, alterity, untamed nature, uncultured rusticity, resistance, and underdevelopment. In this account of progress, rurality is a part of the insular, tradition-bound,“idiotic” conditions of historical oppression (Marx & Engels, 1998; Adorno, 1971) .  \nApart from problematizing this metrocentric developmental narrative, this article has two central purposes. The first is to raise issues arising from an analysis of contemporary rural geography, particularly Henri Lefebvre’s (1992) idea of the production of space, and relate these concerns to questions of rural education. This analysis takes up rurality as a theoretical and policy-relevant construction in the context of modernity and globalization. The second purpose is to question the idea (and the foundational assumptions that support it) that rural schools can be c","cbCaimTzzicI34Qm","https://ap.wps.com/l/cbCaimTzzicI34Qm","pdf",246919,22,"English","# Introduction\n## Rurality and Modernity","[{\"question\":\"Why has rural education in Canada remained relatively underdeveloped?\",\"answer\":\"The article attributes this to the limited development of the field and to the marginal status of rurality itself within educational discourse and policy.\"},{\"question\":\"How does the article use geography and spatial thinking to analyze rural education?\",\"answer\":\"It argues that the emergence of geography and spatial thinking creates an opportunity to reassess the importance of space and place in educational theory and policy.\"},{\"question\":\"What is the article’s main argument about rural schools and educational outcomes?\",\"answer\":\"It challenges deficit framing by suggesting that rural schools may produce higher quality educational outcomes than is commonly attributed to them.\"}]","Toward a Geography of Rural Education in Canada | PDF",1792081377,55]