Call for Abstracts: Australian and International Journal of Rural EducationSpecial Issue

Australian and International Journal of Rural Education 

Special Issue –  Exploring Mobility in Rural Education: Challenges, Opportunities, and the Path Forward 

Edited by 

Xin Fan (xin.fan@durham.ac.uk), Durham University, UK 

Melyssa Fuqua (melyssa.fuqua@unimelb.edu.au), University of Melbourne, Australia 

Description 

Mobility is not just about movement; it is a vital characteristic inherent to human activities, facilitating transitions between places and enabling social, cultural, political, and economic exchanges (Gasparovic & Prieto-Flores, 2021). Beyond physical movement, social mobility conceptualizes the potential progression individuals make within social hierarchies, which often correlates with education and its role in social reproduction. Research on education and social mobility has evolved since the 1950s, now standing as an established field within sociological research (Brown et al., 2013).  

It is important to research the intersections of mobility and rurality because there are unique opportunities and challenges. For instance, Gristy (2019) has highlighted the challenges faced by rural youth, particularly their reliance on longer bus journeys to school—a routine yet crucial aspect of their daily lives. Gristy (2019) emphasizes that the mode of transportation to school significantly affects children, their families, and the broader community. Silva et al. (2021) offer a glimpse into the mobility patterns of youth in the rural regions of Portugal, highlighting how the decisions these youths make contribute to a larger trend of outward migration, subsequently leading to a drain of human capital in rural areas. Cuervo et al. (2019) found that the movement of teachers into rural schools from elsewhere helps build human capital, develop aspirations, and generate social capital. Walker-Gibbs (2016) has unpacked the benefits of rural teachers becoming education researchers and teacher-training academics in urban universities. Research like this offered insights into the theoretical importance of exploring education and mobility issues in rural areas, however, there remain many other unexplored dimensions of this issue, and more international research in this area is needed to develop strategies that not only mitigate the challenges but also harness the potential of these mobility patterns to promote sustainable rural development. 

This special issue aims to delve into the multifaceted concept of mobility within rural contexts, examining its implications on social inclusion, rural development, and educational equity. We seek to expand the dialogue by incorporating emerging perspectives and methodological approaches that address the unique challenges and opportunities presented by rural environments. 

We invite contributions that explore various dimensions of mobility in rural education, including but not limited to: 

  1. The impact of migration on rural sustainability and ageing populations; 
  1. The effects of teacher mobility on the quality and stability of rural education; 
  1. Challenges and strategies for improving access to education, employment, and training in rural areas; 
  1. Transportation and commuting solutions tailored to the needs of rural youth; 
  1. The role of gender, ethnicity, and social class in shaping educational and social mobility in rural settings 

This special issue is particularly focused on engaging emerging scholars in the field of rural education and sociology. We aim to provide a platform for innovative research and theoretical contributions that challenge existing paradigms and offer fresh insights into the intersection of mobility and rurality. Recognizing the importance of mentorship and skill development for emerging scholars, we plan to offer a series of support and learning opportunities in conjunction with this special issue: 

  1. Pre-Submission Webinar: A session focusing on navigating the publication process, offering guidance on preparing manuscripts for submission, understanding the peer-review process, and responding to reviewers’ comments 
  1. Article Reviewing Workshop: A session offering tips for reviewing journal articles aimed at clarifying the review process and equipping participants with the skills and knowledge needed to contribute to the scholarly community as reviewers 

These webinars will be open to any emerging rural education scholar who wants to learn more about the publication process. They are not limited to contributing authors, but special issue authors will be encouraged to attend. 

With this special issue, we aim to foster a vibrant discourse on mobility in rural education, highlighting the critical yet often overlooked contexts of rural places. By bringing together diverse perspectives and offering targeted support to emerging scholars, we hope to contribute to the development of innovative strategies that promote educational equity and sustainability in rural areas. 

Call for Abstracts 

If you are interested in contributing to this special issue, please submit a 250-word abstract detailing your research focus. Submissions must include the proposed title, author(s) name(s) and affiliation(s), and a brief (50-word) statement on your status as an emerging scholar or high-degree research student.  

Please send your abstracts to xin.fan@durham.ac.uk and  melyssa.fuqua@unimelb.edu.au by May 1st, 2024. Authors will receive notification of acceptance by mid-May. The full article submission deadline is January 2025, with the special issue to publish in November 2025. For detailed submission guidelines, refer to the AIJRE author guidelines. 

Please feel free to contact Xin Fan (xin.fan@durham.ac.uk) and Melyssa Fuqua (melyssa.fuqua@unimelb.edu.au) if you have any queries. 

References 

Brown, P., Reay, D., & Vincent, C. (2013). Education and social mobility. British Journal of Sociology of Education, 34(5-6), 637-643. https://doi.org/10.1080/01425692.2013.826414 

Cuervo, H., Chesters, J., & Aberdeen, L. (2019). Post-school aspirations in regional Australia: An examination of the role of cultural and social capital. The Australian Educational Researcher, 46(1), 1-19. https://doi.org/10.1007/s13384-019-00305-7 

Gasparovic, S., & Prieto-Flores, Ò. (2021). Editorial: Lessons on building more sustainable rural societies: Youth and mobility. Sustainability, 13(18), Article 10370. https://doi.org/10.3390/su131810370 

Gristy, C. (2019). Journeys to school in rural places: Engaging with the troubles through assemblages. Journal of Rural Studies, 72, 286-292. https://doi.org/10.1016/j.jrurstud.2019.10.016 

Silva, S. M. da, Silva, A. M., Cortés-González, P., & Brazienė, R. (2021). Learning to leave and to return: Mobility, place, and sense of belonging amongst young people growing up in border and rural regions of mainland Portugal. Sustainability, 13(16), Article 9432. https://doi.org/10.3390/su13169432 

Walker-Gibbs, B. (2016). Notions of place, space and identity in rural teacher education. In A. Schulte & B. Walker-Gibbs (Eds.), Self-Studies in Rural Teacher Education (pp. 55-72). Springer. 

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