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Students whose educational and mobility aspirations extend outside the known spaces of the community develop the ability to negotiate multiple social spaces in and out of school. The school‐successful ʺfloaterʺ identity position is assumed by youth comfortable in a variety of social groups and situations ranging from peer cliques to interactions with teachers and other institutional authority figures. This contrasts with more localized identity positions, marked by strong and exclusive identification with local networks.  \nKey words: rural education, mobility, education trajectories, high school, school cliques, Nova Scotia education  \nDans cet article, l’auteur analyse les données tirées d’entrevues effectuées dans le cadre d’une étude de trois ans portant sur les décisions de jeunes d’une localité côtièredu Canada atlantique quant à leurs études. Les élèves dont les aspirations en matièred’éducation et de mobilité dépassent les espaces connus de la communauté développent l’aptitude à négocier de multiples espaces sociaux à l’école et en dehors de l’école. Les jeunes qui sont à l’aise dans plusieurs groupes sociaux et situations, allant des cliques de camarades aux interactions avec les enseignants et autres figures d’autorité, adoptent la position du « migrant » qui réussit à l’école. D’autres, au contraire, s’identifient fortement et de manière exclusive à des cercles ou réseaux locaux.  \nMots clés : éducation rurale, mobilité, parcours scolaires, école secondaire, cliquesd’élèves, enseignement en Nouvelle‐Écosse  \n_________________________  \nCANADIAN JOURNAL OF EDUCATION 30, 3 (2007): 771‐792  \nAlthough becoming mobile is a powerful compulsion for rural youth, getting out of town is no easier than it has ever been. Within this mobility imperative, as I have called it elsewhere (Corbett, 2005a, 2007), formal education is a key component of self‐mobilization not only in terms of classic forms of upward social mobility, but also in spatial terms. Youth stuck in particular devalued social class positions and places (e.g., decaying and violent inner cities and redundant and backward rural villages) have become a principal target of contemporary pedagogies (Popkewitz, 1998) .  \nIDENTITY, MOBILITY, AND PLACE IN A RURAL COMMUNITY  \nSocial theorists like Giddens (1990), Castells (2004), Urry (2000), Bauman (1998, 2001, 2004) think about contemporary capitalism in terms of the idea of fluid movement of bodies, ideas, and goods through and across space and place. Mobility continues to be crucial to the development of industrial capitalism both as a key social process and as a fundamental metaphor.1 In the context of an individual life, mobility is now considered to be endemic to globalization (Papastergiadis, 2000) and a crucial marker of privilege (Bauman, 2004) .  \nModern education effectively mobilizes and deploys successful students across a variety of market contexts,“disembedding”(Giddens, 1990, pp. 21‐29) them from traditional affinities and attachments, notably to place and to tradition. These consequences are particularly evident in rural communities where place attachment is more tightly bound to both family and traditional forms of economic activity as well as to established forms of masculinity and femininity. Rural youth are encouraged to forget place‐based identities and to assume mobile and flexible self‐constructions as agribusiness, corporate fishing, industrial logging, and mining reconfigure rural geographies, economies, and societies. By being flexible, mobile, and deployable, the educable child learns that intimate connections to the land are irrelevant to present conditions (Bowers, 2000) .  \nAs a result of this spatial reconfiguration, rural youth who are integrated ","cbCainMNFL7EYvFO","https://ap.wps.com/l/cbCainMNFL7EYvFO","pdf",262770,22,"English","# Identity, Mobility, and Place in a Rural Community\n## Educational decision making and mobility imperatives\n## “Floater” identity versus localized identity positions\n## Education, disembedding, and rural place attachment\n## Spatial reconfiguration and constructions of educability","[{\"question\":\"What data and study scope does the analysis use?\",\"answer\":\"The analysis draws on interview data from a three-year study of educational decision making among youth living in a coastal community in Atlantic Canada.\"},{\"question\":\"How do students’ aspirations beyond the community affect their schooling and social navigation?\",\"answer\":\"Students whose education and mobility aspirations extend outside known community spaces develop the ability to negotiate multiple social spaces both in and out of school.\"},{\"question\":\"What is the “floater” identity position, and how does it differ from localized identity positions?\",\"answer\":\"The “floater” identity is assumed by youth comfortable across varied social groups and situations, including peers, teachers, and institutional authority. It contrasts with localized identity positions marked by strong, exclusive identification with local networks.\"}]","TRAVELS IN SPACE AND PLACE: IDENTITY AND RURAL SCHOOLING | PDF",1792083116,55]