Part 1 Why Rural Matters in Education.- 1 Introduction.- Part 2 The Rural Education Landscape in Canada.- 2 Setting the Stage: Overview of Data on Teachers and Students in Rural and Urban Canada.- 3 "You can't get there from here" Mapping Access to Canada's Teacher Education programs.- 4 On the Educational Ethics of Outmigration: Liberal Legitimacy, Personal Autonomy, and Rural Education.- 5 Reconsidering Rural Education in Light of Canada's Indigenous Reality.- Part 3 Rural Identity and Relationality.- 6 "Growing Our Own Teachers" Rural Individuals Becoming Certified Teachers.- 7 "Where Love Prevails" Student Resilience and Resistance in Precarious Spaces.- 8 Rural Schools as Sites for Ongoing Teacher Education: Co-making Relational Inquiry Spaces between a Principal and a Beginning Teacher.- 9 Becoming a Teacher in a Rural or Remote Community: The Experiences of Educational Assistants.- 10 Rural Secondary School Parents' Discourses about Feeling in Community in their Children's Schools: Insights to Shape Teachers' and Principals' Questions.- Part 4 Place-based and Land-based Pedagogies.- 11 Land and Critical Place-based Education in Canadian Teacher Preparation: Complementary Pedagogies for Complex Futures.- 12 Onikaniwak: Land-based Learning as ReconcilACTION.- 13 Developing a STEAM Curriculum of Place for Teacher Candidates: Integrating Environmental Field Studies and Indigenous Knowledge Systems.- 14 Place-based Education: A Critical Appraisal from a Rural Perspective.- Part 5 Conclusion.- 15 Insights and Provocations for the Future of Rural Education: Reclaiming the Conversation for Rural Education. 16 Afterword.
About the Author:

Michael Corbett is Professor of Education at Acadia University and Adjunct Professor of Rural and Remote Education in the Faculty of Education, University of Tasmania. Professor Corbett has studied rural outmigration, youth educational decision-making, the politics of educational assessment, literacies in rural contexts, improvisation and the arts in education, the position of rural identities and experience in education, conceptions of space, place, and mobilities, the viability of small rural schools, "wicked" policy problems and controversies in education, and the use of film and video as a literate medium in schools.

Dianne Gereluk is Dean and Professor of Education at the Werklund School of Education, University of Calgary. Her areas of expertise include philosophy of education, policy analysis, and political philosophy. She sits on provincial advisory committees for the province and is a regular commentator on current policy debates in education. Her recent work builds upon issues of equity and access for children and is specifically focused on reducing systemic educational barriers for individuals who live in rural and remote areas of Canada.