Rural School Leadership for Collaborative Community Development

In this article we address the role of rural schools in community development. We first discuss the largely historical linkages between rural schools and the communities they serve, and what this means for both school and community well-being. We then consider the newly revised standards for preparing school administrators, developed by the Interstate School Leaders Licensure Consortium, and how these standards may align with community-building efforts. In sum, we argue that enlightened educational leadership that seriously takes into account the 21st Century needs of students – as well as the communities in which they reside – cannot help but interpret academic and community improvement goals as mutually reinforcing priorities

Romani Identity, Cultural Trauma, Second-Class Citizenship and the Contemporary Context for Ethnic Political Representation in Hungary

In this paper we discuss cultural trauma with regard to the Hungarian Roma. While the concept of cultural trauma is typically understood as connected to a discrete event and achieves recognition as cultural trauma through a process of broader social recognition, we argue that in the case of the Roma, cultural trauma is characterized not by a particular event but rather by a long history of exclusion, marginalization and persecution. Secondly, the cultural and discursive framing of Roma citizenship as “second-class” (and therefore as not “truly” Hungarian) operates as: 1) a causal factor in the historical trauma of the Roma; 2) a constitutive part of the trauma itself (the trauma as being “othered” while simultaneously having one’s traumatic experience denied); and 3) a barrier to the broader recognition and acknowledgment of that traumatic history and experience. We discuss data from recent fieldwork with Romani selfgovernment leaders to discuss how these phenomena manifest themselves as Romani leaders attempt to achieve political agency in the face of contemporary far-right political movements

A exploração de escolha da escola e as consequências para a segregação racial de alunos em escolas charter transferências Pennsylvania

Using individual-level student data from Pennsylvania, this study explores the extent to which charter school racial composition may be an important factor in students’ self-segregative school choices. Findings indicate that, holding distance and enrollment constant, Black and Latino students are strongly averse to moving to charter schools with higher percentages of White students. Conversely, White students are more likely to enroll in such charter schools. As the percentage and number of students transferring into charter schools increases, self-segregative school choices raise critical questions regarding educational equity, and the effects of educational reform and school choice policies on the fostering of racially diverse educational environments.El uso de datos de los estudiantes a nivel individual de Pennsylvania, este estudio explora la medida en la composición racial escuela autónoma que puede ser un factor importante en la selección de escuelas auto-segregadora de los alumnos. Los resultados indican ue, la celebración de la distancia y la inscripción constante, los estudiantes latinos y negros son fuertemente reacios a trasladarse a las escuelas autónomas con mayor porcentaje de estudiantes blancos. Por el contrario, los estudiantes blancos son más propensos a inscribirse en este tipo de escuelas autónomas. Como el porcentaje y el número de estudiantes que se transfieren al charter escuelas aumenta, opciones de escuelas auto-segregadora plantean cuestiones críticas con respecto a la equidad educativa, y los efectos de las políticas de reforma y de elección de escuelas de educación sobre el fomento de diversas razas entornos educativos.A utilização de dados de estudantes a nível individual da Pensilvânia, este estudo explora a extensão a composição racial escola charter pode ser um fator importante na seleção de escolas os alunos auto-segregação. Os resultados indicam ue, mantendo constante a distância e inscrição, os estudantes latinos e negros são fortemente relutantes em mudar-se para as escolas charter com o maior percentual de alunos brancos. Por outro lado, os alunos brancos são mais propensos a se inscrever neste tipo de escolas charter. Como a percentagem eo número de alunos que transferir para as escolas charter aumenta, a escolha da escola de auto-segregação levantar questões críticas sobre a equidade educacional, e os efeitos das políticas de reforma e escolha da escola de promoção de educação racialmente diversos ambientes educacionais.

The Masculinized Work of Energy Development: Unequal Opportunities and Risks for Women in Pennsylvania Shale Gas Boomtown Communities

The proliferation of unconventional shale gas development has revived scholarly interest in the impacts of rapid industrial development on communities, schools, policies and politics, public health, the environment, and economic growth. However, with few exceptions, close examinations of the gendered structure of opportunity within areas experiencing rapid shale gas development have largely been absent from this literature. This article uses key informant interview data from low income men and women, as well as from social service providers within Pennsylvania communities heavily affected by shale gas development. In contrast to assertions that shale gas development will yield broad-based economic development impacts for the region, the experiences of the participants in this study suggest a more segmented economic opportunity structure coupled with the creation of new gendered economic and social vulnerabilities as class and gender intersect to create decreased economic opportunities and increased social vulnerabilities for low-income women

Choice, Cyber Charter Schools, and the Educational Marketplace for Rural School Districts

Pennsylvania is a state with significant proportions of students who attend rural schools, as well as students who attend charter schools. This study examines enrollment patterns of students in brick and mortar and cyber charter schools in Pennsylvania and how these enrollment patterns differ across geographic locale. We analyze student-level enrollment data, controlling for demographic characteristics, and find that, in contrast to brick and mortar schools, cyber charter schools attract students from a variety of locales across the urban-rural continuum. However, rural students exhibit the greatest likelihood of attending cyber charter schools. We discuss the implications of these findings in relation to educational equity, cyber charter school underperformance, and the fiscal impacts of charter schools on the budgets of small school districts

Addressing a Moving Target: Poverty and Student Transiency in Rural Upstate New York

CaRDI Research & Policy Brief Issue 1

Residential Mobility of Low Income Households and the Effects on Schools and Communities

Rural New York Initiative Research & Policy Brie

Rural Education as Rural Development: Understanding the Rural School-Community Well-Being Linkage for Positive Youth Development

Thought Leader Session

Taking away David's sling: environmental justice and land-use conflict in extractive resource development

Exploring cases of gas and coal extraction in Australia and the U.S.A., this paper considers instances in which legal and political frameworks have been used to prioritise development interests and minimise opportunities for community objection. Two case studies illustrate the role of law and the influence of politics on environmental conflict, conflict resolution, and participation in decision-making associated with resource extraction. A range of barriers to meaningful community participation in land-use decision-making are exposed by combining legal and non-legal concepts of equity and justice with ideologies of democracy and representation. These include asymmetry in information and resources available to parties; instances of misrecognition of weaker participants; and examples of malrecognition, where community attempts to engage democratic rights of public participation were thwarted by the strategic and deliberate actions of both industry and government. This paper illustrates the limits of current legal approaches to addressing land-use conflict and contributes to the developing scholarship of environmental justice as an analytic framework for addressing complex environmental and social justice issues

Imaginaries of American Rurality and the Spatio-Cultural Marginality of the Appalachian Region

In the United States social science has tended to methodologically and conceptually frame rural and urban spaces as oppositional and distinct spatial categories. These academic practices have been matched by the deepened entrenchment within mass culture of alternately constructing either rural or urban as “other” – the former largely framed as a socially, culturally and economically marginal space while the latter increasingly framed as a realm of the liberal elite. I discuss these conceptions of space and place from the perspective of rural sociology, paying particular attention to the representations of rurality and rural Appalachian people and places from the standpoint of three recent books, J.D. Vance’s Hillbilly Elegy, Steven Stoll’s Ramp Hollow, and Elizabeth Catte’s What You Are Getting Wrong About Appalachia. I locate these questions in the light of the economic and demographic transformations of rural areas and economies over the past several decades, and the cultural and political role of the rural in the 2016 U.S. elections