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How Can Rural Education Research Make Inclusive Education Better?

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Ruraling Education Research

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Abstract

This chapter discusses how rural education research can inform effective inclusive pedagogies, for all children with additional needs. It starts by explaining the binary that exists between metro and rural education and foregrounds the strengths and benefits of teaching inclusive programmes in rural contexts. New ways of considering research are presented by way of adapting theoretical frameworks, challenging deficit models, and embedding socioecological perspectives within the notion of place. Positive elements of inclusive practice in rural settings are drawn from previous studies, and this chapter illustrates what authentic “success” may look like in these contexts. Implications for researching in rural contexts using strengths-based methodologies are highlighted, as an important principle when promoting effective, inclusive education for all Australian children.

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Authors and Affiliations

  1. Queensland University of Technology (QUT), Brisbane, QLD, Australia

    Julie Dillon-Wallace

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  1. Julie Dillon-Wallace
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Correspondence to Julie Dillon-Wallace .

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Editors and Affiliations

  1. University of Canberra, Moss Vale, NSW, Australia

    Philip Roberts

  2. Monash University, Melbourne, VIC, Australia

    Melyssa Fuqua

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Dillon-Wallace, J. (2021). How Can Rural Education Research Make Inclusive Education Better?. In: Roberts, P., Fuqua, M. (eds) Ruraling Education Research. Springer, Singapore. https://doi.org/10.1007/978-981-16-0131-6_12

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  • DOI: https://doi.org/10.1007/978-981-16-0131-6_12

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