Exploring Rural Knowledges
Chief Investigator: Associate Professor Philip Roberts.
Project Timeline: Ongoing research across other projects
This ongoing project examines how knowledge in/of/for the rural is engaged with in contemporary (Australian) education. To achieve this the project looks at knowledge in the curriculum, community perspectives of valued knowledge, and how rural meanings and ways of knowing are engaged with in education systems. This work is situated in the intellectual tradition of the Curriculum inquiry field, and engages with the ‘knowledge question’ in curriculum research. The work aims to uncover the workings of metro-centric / metro-normative knowledges in education, and explore how these knowledge systems create rural (educational) disadvantage.
- Roberts, P. (2018). Looking for the rural. In A. Reid & D. Price, The Australian Curriculum: Promises, Problems and Possibilities.Australian Curriculum Studies Association: Canberra. pp. 201-210.
- Roberts, P. (2017). A Curriculum for Whom?: Rereading ‘Implementing the Australian Curriculum in Rural, Regional, Remote and Distance-Education Schools’ from a rural standpoint. Australian and International Journal of Rural Education. 27 (1) pp.69-88.
- Roberts P. (2015). Education for Rural Australia. In A. Hogan & M. Young, Rural and Regional Futures. Routledge: New York . pp. 117-134.
- Downes, N. & Roberts, P. (2015). Valuing rural meanings: The work of parent supervisors challenging dominant educational discourses. Australian and International Journal of Rural Education’ 25 (3). pp.80-93.
- Roberts, P. (2014). A Curriculum for the Country: The Absence of the Rural in a National Curriculum. Curriculum Perspectives. 34 (1) pp. 51-60.
- Roberts, P. (2013). The role of an authentic curriculum and pedagogy for rural schools and the professional satisfaction of rural teachers. Australian and International Journal of Rural Education. 23 (2) pp.89-99.