Abstract

 
 
 
 This paper examines the representation of rural education research orientations—defined in terms of methodological approach, academic focus and place-consciousness—within the literature and across academic disciplines. A content analysis of 155 abstracts from articles published in the Journal of Research in Rural Education and Rural Sociology between 1997 and 2008 reveals that most rural education research is not quantitative, not academically-oriented and not place-conscious. Furthermore, the abstracts show that Rural Educators are underrepresented in academically-oriented research while Rural Social Scientists are overrepresented in that dimension. The implications of these findings for collaboration are discussed and a policy-relevant, innovative, transdisciplinary research agenda is outlined.
 
 
 
 
Highlights
This paper examines the representation of rural education research orientations—defined in terms of methodological approach, academic focus and place-consciousness—within the literature and across academic disciplines
The purpose of this study is to determine the extent to which these research orientations are represented within the literature and across disciplines, and to offer strategies for developing stronger transdisciplinary rural education research collaborations that we argue are necessary in the contemporary education policy climate
We conclude by discussing strategies that Rural Educators and Rural Social Scientists might pursue in order to engage in more efficacious transdisciplinary research
Summary
This paper examines the representation of rural education research orientations—defined in terms of methodological approach, academic focus and place-consciousness—within the literature and across academic disciplines. The abstracts show that Rural Educators are underrepresented in academically-oriented research while Rural Social Scientists are overrepresented in that dimension The implications of these findings for collaboration are discussed and a policy-relevant, innovative, transdisciplinary research agenda is outlined. The purpose of this study is to determine the extent to which these research orientations are represented within the literature and across disciplines, and to offer strategies for developing stronger transdisciplinary rural education research collaborations that we argue are necessary in the contemporary education policy climate. Those who conduct rural education research can be placed in at least two disciplinary categories. We conclude by discussing strategies that Rural Educators and Rural Social Scientists might pursue in order to engage in more efficacious transdisciplinary research
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
