There are many communities here: Teaching in complex rural geographies

Contemporary theory focusses on globalization and standardization of educational governance and assessment as well as diverse identities and distinct yet connected rural, urban and suburban geographies. Dynamic sociopolitical change has rendered the rural-urban distinction increasingly complicated. The global phenomenon of rural school consolidation creates new educational geographies and puts new pressure on teachers in increasing large and diverse rural schools. We present an analysis of how 19 Atlantic Canadian educators in four rural, regional high schools respond to place, rurality, diversity, identity, and competing visions of inclusion.