Abstract:
A research project concerned with the acquisition of literacy by students and with gender issues in the school, has been conducted in a secondary school in rural South Australia. During this research, the nature of the relationship between the school and its community has emerged as one which influences the ways in which the school understands and is able to meet the needs of its students, including through appropriate pedagogies, and curriculum.
For many rural communities their schools are an important facility, and one which is well supported, and if necessary, to be fought for when there is the possibility of it disappearing, or its range of services being diminished. This paper will explore some of the ways in which this rural school and its community interact, and some of the implications for this school. In an era when the nature of communities appears to be undergoing some transformation, and when educators and their schools are facing frequent criticism, the issues surrounding the relationship between schools and their community are emerging as increasingly important.
For many rural communities their schools are an important facility, and one which is well supported, and if necessary, to be fought for when there is the possibility of it disappearing, or its range of services being diminished. This paper will explore some of the ways in which this rural school and its community interact, and some of the implications for this school. In an era when the nature of communities appears to be undergoing some transformation, and when educators and their schools are facing frequent criticism, the issues surrounding the relationship between schools and their community are emerging as increasingly important.