Reading Lefebvre from the Periphery: Thinking Globally About the Rural

Part of the Self-Study of Teaching and Teacher Education Practices book series (STEP, volume 14)

Abstract

The term “rural” has a great deal of baggage about which a great deal has been written. One key component of this baggage is the sense in which rurality is somehow a local, placed, and concrete natural phenomenon which is set off against abstract, fluid, mobile, and significantly, cultural ideas which are central to most conceptions of globalization. The idea of receding ruralities and ascendant cities is a central trope of this discourse. This paper draws on narrative analysis of my own standpoint as a person who lives rurally, who conducts primarily qualitative research in rural places, and yet who teaches and does research that attempts to understand rurality at a conceptual level within the ambit of spatially diverse and distributed change forces which are trans-local in nature. I argue, using Lefebvre’s complex, multilayered conception of the production of space and Lacan’s three psychoanalytic orders that constructions of rurality need to be understood and rethought in complex ways that engage with both contemporary developments in social theory and with the massive and consequential movement of people, goods and services around the globe. I argue that my own practice as a teacher and educational researcher at a small rural/regional university attempts to problematize established and emerging power relations, suggesting the need for more engaged, relational and sensitive rural education scholarship and more spatially sophisticated teacher education practice.

Keywords

Social Space Resource Extraction Rural Place Knowledge Practice Rural Education 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Baeck, U., & Paulgaard, G. (2012). Rural futures? Finding one’s place within changing labour markets. Oslo: Orkana Akademisk.Google Scholar
  2. Balibar, E. (2007). The philosophy of Marx. London/New York: Verso.Google Scholar
  3. Bauman, Z. (2000). Liquid modernity. Cambridge: Polity Press.Google Scholar
  4. Beck, U. (1992). Risk society: Towards a new modernity. Thousand Oaks: Sage.Google Scholar
  5. Bernstein, B. (1977). Class, codes and control (Towards a theory of educational transmissions 2nd ed., Vol. 3). London: Routledge & Kegan Paul.Google Scholar
  6. Bhabha, H. K. (1990). The location of culture (2nd ed.). New York: Routledge.Google Scholar
  7. Bourdieu, P. (1984). Distinction: A social critique of the judgment of taste. Cambridge: Harvard University Press.Google Scholar
  8. Bowers, C. A. (2008). Why a critical pedagogy of place is an oxymoron. Environmental Education Research, 14(3), 325–335.CrossRefGoogle Scholar
  9. Butler, J., Laclau, E., & Žižek, S. (2000). Contingency, hegemony, universality: Contemporary dialogues on the left. London: Verso.Google Scholar
  10. Cloke, P., Marsden, T., & Mooney, P. (2006). Handbook of rural studies. Thousand Oaks: Sage.Google Scholar
  11. Connell, R. (2007). Southern theory: Social science and the global dynamics of knowledge (1st ed.). London: Polity.Google Scholar
  12. Corbett, M. (2001). A protracted struggle: Rural resistance and normalization in Canadian educational history. Historical Studies in Education/Revue D’histoire de L’éducation, 13(1), 19–48.Google Scholar
  13. Corbett, M. (2007). Learning to leave: The irony of schooling in a coastal community. Black Point NS: Fernwood Pub.Google Scholar
  14. Corbett, M. (2009a). No time to fool around with the wrong education: Socialization frames, decision timing and high stakes educational making in changing rural places. Rural Society, 19(2), 163–177.CrossRefGoogle Scholar
  15. Corbett, M. (2009b). Rural schooling in mobile modernity: The places I’ve been. Journal of Research in Rural Education, 24(7), 1–12.Google Scholar
  16. Corbett, M. (2010a). Backing the right horse: Teacher education, sociocultural analysis and literacy in rural education. Teaching and Teacher Education, 26(1), 82–86.CrossRefGoogle Scholar
  17. Corbett, M. (2010b). Wharf talk, home talk, and school talk: The politics of language in a coastal community. In Rural education for the twenty-first century: Identity, place, and community in a globalizing world (pp. 115–131). College Park PA: Penn State University Press.Google Scholar
  18. Corbett, M. (2013). Remembering French in English: The meditations of an ‘assimilated Acadian’. In T. Strong-Wilson, C. Mitchell, & S. Allnutt (Eds.), Productive remembering and social agency (pp. 90–102). Rotterdam: Sense Publishers.Google Scholar
  19. Deleuze, G., & Guattari, F. (1987). Thousand plateaus: Capitalism and schizophrenia. Minneapolis: University of Minnesota Press.Google Scholar
  20. Derrida, J. (1978). Writing and difference. New York: Routledge.Google Scholar
  21. Edvardsen, E. (2011). Grassroots resistance: School and livelihood in a north Norwegian coastal community circa 1850–1900. Oslo: Solum Forlag.Google Scholar
  22. Fenwick, T. J., & Edwards, R. (2010). Actor-network theory in education. Oxon/New York: Routledge.Google Scholar
  23. Giddens, A. (1990). The consequences of modernity. Stanford: Stanford University Press.Google Scholar
  24. Giddens, A. (2002). Runaway world: How globalization is reshaping our lives (revised). New York/London: Routledge.Google Scholar
  25. Green, B., & Corbett, M. (Eds.). (2013). Rethinking rural literacies: Transnational perspectives. New York: Palgrave Macmillan.Google Scholar
  26. Hedberg, C., & Carmo, R. M. (2011). Translocal ruralism: Mobility and connectivity in European rural spaces. Dordrecht/London/New York: Springer.Google Scholar
  27. Howley, C., & Howley, A. (2014). Making sense of rural education research: Art, transgression and other acts of terror. In S. White & M. Corbett (Eds.), Doing educational research in rural settings: Methodological issues, international perspectives and practical solutions (pp. 7–25). New York: Routledge.Google Scholar
  28. Howley, C. B., Howley, A., & Johnson, J. D. (Eds.). (2014). Dynamics of social class, race, and place in rural education. Charlotte: Information Age Publishing.Google Scholar
  29. Innis, H. A., & Watson, A. J. (1950/2008). The bias of communication (2nd ed.). Toronto: University of Toronto Press.Google Scholar
  30. Kenway, J., & Hickey-Moody, A. (2006). Masculinity beyond the metropolis. New York: Palgrave Macmillan.CrossRefGoogle Scholar
  31. Kelly, U. (2013). Find yourself in Newfoundland and Labrador: Reading rurality as reparation. In B. Green & M. Corbett (Eds.), Rethinking rural literacies: Transnational perspectives (pp. 53–75). New York: Palgrave Macmillan.Google Scholar
  32. Kvalsund, R., & Hargreaves, L. (2014). Theory as the source of ‘research footprint’ in rural settings. In S. White & M. Corbett (Eds.), Doing educational research in rural settings: Methodological issues, international perspectives and practical solutions (pp. 41–57). New York: Routledge.Google Scholar
  33. Lacan, J. (2007). Ecrits. (B. Fink, Trans.). New York: W. W. Norton & Company.Google Scholar
  34. Latour, B. (2007). Reassembling the social: An introduction to actor-network-theory. New York: Oxford University Press.Google Scholar
  35. Latour, B., & Porter, C. (2013). An inquiry into modes of existence: An anthropology of the moderns. Cambridge, MA: Harvard University Press.Google Scholar
  36. Lefebvre, H. (1992). The production of space (1st ed.). London: Wiley-Blackwell.Google Scholar
  37. Massey, D. B. (2005). For space. Thousand Oaks: Sage Publications Ltd.Google Scholar
  38. Nespor, J. (2008). Education and place: A review essay. Educational Theory, 58(4), 475–489.CrossRefGoogle Scholar
  39. Paulgaard, G. (2012). Re-centring the periphery: Negotiating identities in time and space. In J. O. B. Granås & B. Baerenholdt (Eds.), Mobility and place: Enacting Northern European peripheries (pp. 49–60). Aldershot: Ashgate.Google Scholar
  40. Payne, A. (2014). Nebraska. Adventure, Drama.Google Scholar
  41. Pini, B., & Leach, B. (2011). Reshaping gender and class in rural spaces. Burlington: Ashgate.Google Scholar
  42. Reid, J., Green, B., Cooper, M., Hastings, W., Lock, G., & White, S. (2010). Regenerating rural social space? Teacher education for rural-regional sustainability. Australian Journal of Education, 54(3), 262–276.CrossRefGoogle Scholar
  43. Rittel, H., & Webber, M. (1973). Dilemmas in a general theory of planning. Policy Sciences, 4, 155–169.CrossRefGoogle Scholar
  44. Rorty, R. (1981). Philosophy and the mirror of nature. Princeton: Princeton University Press.Google Scholar
  45. Saramago, J. (1980/2012). Raised from the ground (M. J. Costa, Trans.). Boston: Houghton Mifflin Harcourt.Google Scholar
  46. Seddon, T. (2014). Renewing sociology of education? Knowledge spaces, situated enactments, and sociological practice in a world on the move. European Educational Research Journal, 13(1), 10–26. http://www.academia.edu/6851859/Renewing_Sociology_of_Education_Knowledge_Spaces_Situated_Enactments_and_Sociological_Practice_in_a_World_on_the_Move. Accessed 14 May 2014.CrossRefGoogle Scholar
  47. Soja, E. W. (1996). Thirdspace: Journeys to Los Angeles and other real-and-imagined places. Malden: Blackwell.Google Scholar
  48. Soja, E. W. (2010). Seeking spatial justice. Minneapolis: University of Minnesota Press.Google Scholar
  49. Tuan, Y.-F. (2001). Space and place: The perspective of experience. Minneapolis: University of Minnesota Press.Google Scholar
  50. Urry, J. (2002). Consuming places. New York: Routledge.Google Scholar
  51. Williams, R. (1974). The country and the city. New York: Oxford University Press.Google Scholar
  52. Willis, P. (1981). Learning to labor: How working class kids get working class jobs. New York: Columbia University Press.Google Scholar

Copyright information

© Springer International Publishing Switzerland 2016

Authors and Affiliations

  1. 1.Faculty of EducationUniversity of TasmaniaLauncestonAustralia

Personalised recommendations