International Rural Contexts

International Rural Contexts

Introduction

The term rurality, although vague in definition, expresses the condition of homelessness experienced by people living places statutory recognized as rural. The populations living in such areas share common characteristics economically, socially, politically and spatially. In general, the conditions in the places are perceived unfavourable for most professionals and more especially those adapted in cities. The educators and health care professionals are among the groups the public is facing challenges to attract and retain them to work in such places.

Theories related to the concept of rurality

Several researchers have embarked on surveys to explore the issue with a focus of helping the public policymakers devise strategies to attract and retain professionals in the place. According to Schafft & Biddle (2014), the sprawling of industrial activities helps revitalize the neglected rural places. The theories of social and economic growth depend on several factors. Studying and citing the case of Pennsylvania, they discover that Hydraulic Fracturing activities in the place, have presented the educational leaders with several dilemmas. For example, several rural areas in the state have grown exponentially. Thanks to the environmental policies that favour unconventional gas production and drilling. Even though the areas are growing a major challenge that is discouraging the professionals to the place, is environmental. They fear the health effects they will suffer from hydraulic activities.

Shafto & Biddle (2014), on the other hand, established disparities in college attendance between the rural and unrural youth. The duo used data from the National Education Longitudinal Study of 1988. The disparities were observed in three main areas which include attendance in selective institutions, delayed entry into postsecondary institutions and varying prevalence in enrolling for a college education. The disparities were attributed to two main theories, which are socioeconomic status and level of preparation when in high school. The relationship between the disparities and the causal theories is an indication of the gap between the societal needs and provision of educational services.

Another important theory presented to explain the relationship between rural community needs and the educators, it is the quality of education provided. Kipnis (2011) is of the view that reforms in education are vital. Using the case of China, he observes that the reform process helps answer the questions about the kind of citizens a system of education should produce. One of the challenges the policymakers in the education system experience is the ‘teacherliness’ of educator working in rural areas. Some of them lack the will or motivation of working with the rural communities. That is because of the knowledge they have acquired throughout.

Finally, the theories of quality of working conditions and the wellbeing of the teachers, explain why the reasons why the education needs of the rural communities are not met. As established by Dorji, Sirasoonthorn & Anusaksathien (2019) poor quality of work-life and the overall wellbeing are the main reasons why many teachers resign. The discovery explains why it is becoming difficult for educational leaders to attract and retain professionals in rural areas. Most of them are marginalized and lack essential social services. As a concern, the policymakers should rethink ways to improve the working conditions for the teachers. That is the only way they can bridge the gap between their needs and those of rural communities.

Conclusion

The theories identified confirm there is a clear gap between the needs of the teachers and the communities living in rural areas. Some of the disparities witnessed in rural communities are attributed to their level of knowledge. They are not adequately guided to make informative decisions. In general, the policymakers have a responsibility of rethinking their package and working terms to attract and retain more teachers in those places.

References

Byun, S.-Y., Irvin, M. J., & Meece, J. L. (2015). Rural/Nonrural Differences in College     Attendance Patterns. PJE. Peabody Journal of Education, 90(2), 263–279.         https://doi.org/10.1080/03054985.2011.

Dorji, S., Sirasoonthorn, P., & Anusaksathien, K. (2019). School Teachers in Rural Bhutan:           Quality of Work Life, Well-Being and the Risks of Resignation. South Asia Research,            39(3), 270–284. https://doi.org/10.1177/0262728019872038.

Kipnis, A. B. (2011). Subjectification and education for quality in China. Economy and Society, 40(2), 289–306. https://doi.org/10.1080/03085147.2011.548950.

Schafft, K. A., & Biddle, C. (2014). School and Community Impacts of Hydraulic Fracturing      within Pennsylvania’s Marcellus Shale Region, and the Dilemmas of Educational Leadership in Gasfield Boomtowns. Peabody Journal of Education, 89(5), 670–682.             https://doi.org/10.1080/0161956X.2014.956567.