Abstract: For teachers, leaders, and policymakers To understand the factors that contribute to the successful implementation of rural school turnaround, there is a need to understand how turnaround leadership implements school improvement in different types of communities of color (Wright, 2019). Studies examining the implications of school turnaround in minoritized educational contexts have solely examined urban school contexts to exclude rural contexts (Mette & Stanoch, 2018). Rural schools of color undergoing turnaround face the fundamental unique educational challenges of rural schools and the education debt that has accumulated over time for people of color (Ladson-Billings, 2006). There is a greater need to understand how school turnaround is enacted and embodied by rural Title I school communities of color. Black scholars studying rural education are conceptualizing the education debt for rural people of color to build the transformational capacity of the education debt present in schooling in rural communities of color (Harris, 2021; Grant-Panting, 2021; Nichols, 2021; Nino & Perez-Diaz., 2021). The implications of the current trends in rural education research suggest that the sociopolitical contingencies that intersect with rural experience must be studied. In particular, future research could collect oral histories of rural school communities of color to understand their schooling experiences to address issues like resources, teacher quality, and educational debt.
Conner, Karynecia E.
"The Race, Social Class, and Place-Based Gap in Rural Turnaround Policy: A Policy Brief,"
Journal of Multicultural Affairs: Vol. 9:
1, Article 5.
Available at: https://scholarworks.sfasu.edu/jma/vol9/iss1/5
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