Town, Country, and Rurality

Abstract

Living in close proximity to a mega metropolis may be misleading for those learning, working, living, and leading on the margins. Rural communities are often disengaged from the mainstream in the context of funding, staffing, training, retention, supports; students' needs, in the areas of access, equity, and social emotional services; and ample resources. In addition, considering limited resources for students, there are greater divides with resources for faculty and staff. Most continue to serve because they are vested in the community, sheer love of the profession, and pride from service. Recognizing the plurality of education as service and the duality of marginalization on the rural experience often requires the community to be responsible for or bearing the burden of maintaining the majority support of rural schools. Teaching, learning, and leading in such an environment is both nuanced and complex.