Sea Changes, Tree Changes and Bush Lessons: Post-compulsory Education and Rural Renewal
Special Issue of Rural Society
Volume 19 Issue 2 August 2009
ii+108 pages ISBN 978-1-921348-19-8
Editors:
Geoff Danaher and Bobby Harreveld
Central Queensland University
Patrick Alan Danaher
University of Southern Queensland
While technological, market and climatic variations have challenged some traditional rural industries and the communities of which they are a part, others have experienced a ‘sea change syndrome' in which the influx of people from metropolitan centres has dramatically affected these communities' demographic, cultural and economic life.
This Special Issue of Rural Society is addressed to policy makers, researchers and practitioners (teachers and tutors) working in formal and informal post-compulsory education sectors in regional and rural communities. The articles individually and collectively engage with the positive learning connections post-compulsory education can make among different rural and global communities. A feature of this collection is its cross-sectoral coverage from adult and community education, vocational education and training and university sector learning.
While acknowledging the challenges of providing post-compulsory education and training in such communities, the authors in this issue provide a much needed critical analysis of what works for particular cohorts of learners and why.
Geographically, the rural societies featured in these articles are in regional Australia-from Euchua and Bendigo in northern Victoria to Stanthorpe on the southern downs in Queensland and the western plains in New South Wales. In addition, they include rural communities in Newfoundland and Labrador on the east coast of Canada and the central Appalachian mountains in the United States of America.
Readers will find contextualized and thought-provoking conceptualizations of post-compulsory education in the bush and will find research informed practices for program design and delivery that are grounded in the lived experiences of participants.
Authors have challenged us to consider the provision of post-compulsory education through new conceptual lenses in social contexts affected by climate change, challenges to rural industries, the 'sea change' and 'tree change' syndrome and shifting demographics. These bush lessons offer much to adults both young and old who wish to continue learning while living in regional, rural and remote communities throughout the world, and also to the educational providers charged with servicing their learning needs.
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