Topics

AdministrationViolenceSupervisionLeadership

Adult EducationCorp. Training and Continuing Ed.LiteracyTransformative Learning

Assessment & EvaluationProgram EvaluationAlternative AssessmentGradingStandardized Testing

Social ContextHistory of SchoolingPhilosophyUrban EducationEconomics and School-to-workRural EducationSociology of EducationWar and EducationPost-Industrial Education

CounselingSecondary SchoolsCollege Advising

CurriculumControlArtsSocial StudiesHealth and NutritionLanguage ArtsMathematicsPeace StudiesScience

DiversityRace and EthnicityAt-Risk StudentsSpecial NeedsGender and Sexuality

Early Childhood EducationPre-School and Child CareEarly Childhood Development

Higher EducationAdmissions and TuitionFacultyStudent and Community Life

International EducationComparative EducationEducational Development

LearningCognitionParental InfluenceEducational Psychology

PolicyReformCharters & VouchersHigh-Stakes TestingStandardsAthletes and AcademicsDropoutsIndependent SchoolsPhilanthropyPoliticsReligionTracking

Research MethodsQualitative MethodsSurvey ResearchExperimental ResearchLibrariesWriting for Publication

Teacher EducationProfessional DevelopmentSchools of EducationStudent Teaching

TeachingTeaching ProfessionSupply and DemandWorking Conditions

TechnologyTechnology in the ClassroomDistance LearningTechnology EducationPublishing and CommunicationOnline Publishing

IntersectionsPolicy and Teaching Practice

Discussion
What Do We Do in the Meantime? Naive Academic Discourse brilliant contrast of the "iron cage of modernity" contrasted with the humane and organic anthropological approach "Addiction" or "Insanity": Changing the grammar of schooling SHG comments on Gregory Review
more >>

Announcements

[conference] Five Years of Post-Katrina Educational Refrom

Multiple Childhoods/Multidisciplinary Perspectives: Interrogating Normativity in Childhood Studies

Call for Proposal - Social Studies Conference

CALL FOR CHAPTER PROPOSALS: THE WORLD BANK’S EDUCATION POLICY DEVELOPMENT AND REVISION

Equity and Social Justice Conference: Richard Stockton College of NJ

CfP: BJSEP

new listserve: Exploring Childhood Studies

make a post | more >>

Rural Voices: Place-Conscious Education and the Teaching of Writing

reviewed by Michelle Page � 2004

Title: Rural Voices: Place-Conscious Education and the Teaching of Writing
Author(s): Robert E. Brooke (editor)
Publisher: Teachers College Press, New York
ISBN: 0807743658, Pages: 203, Year: 2003
Search for book at Amazon.com

�This place is boring�Nothing ever happens here�. I can�t wait to get out of this town�� Living in a rural area, I often hear comments like these from K-12 and university students.� Some students are eager to leave their hometown and �start their lives.� �Editor Robert Brooke and the authors of Rural Voices argue that schools spend much time preparing students to leave rural areas but little time preparing them to appreciate and critique their communities.� The authors argue that educational institutions are sending the wrong message to rural students.� Rather than abandoning their communities, students should be prepared and empowered academically and socially to be informed and critical citizens of their communities, and knowledgeable about the history and richness of their locales. While the authors of the chapters in this book are rural educators focusing on rural students, in some ways the title of this book may be misleading.� In this text are key ideas that can be applied to classrooms and teachers of diverse geographical settings.�... (preview truncated at 150 words.)

To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Cite This Article as: Teachers College Record Volume 106 Number 5, 2004, p. 973-976
http://www.tcrecord.org ID Number: 11178, Date Accessed: 9/2/2010 10:29:26 PM

Purchase Reprint Rights for this article or review

Article Tools
Email this article Print this article Post a Comment

West Haven: Classroom Culture and Society in a Rural Elementary School

Related Discussion

Post a Comment \| Read All

About the Author
Michelle Page University of Minnesota, Morris E-mail Author MICHELLE L. PAGE is Assistant Professor and Coordinator of Secondary Education at the University of Minnesota, Morris. Her research interests include multicultural education, literacy, rural education, and teacher preparation. She has published pieces on race and the supervisory relationship, identity and responses to multicultural literature, and teacher education in the Journal of Curriculum and Supervision, Transformations, and Teacher Education Quarterly (forthcoming).

Member Center
	Welcome! Sign-in Submit My Work TCR @ Your Library Book Reviews @ Your Library

In Print

This Month's Issue
Back Issues:

Friends