Conference Paper in Published Proceedings
Situated within the challenges faced by English teacher educators in the frontier state of Montana, this article argues for the need for increased attention to issues of rurality within the field of English Education. Conceptualizing rural education as an issue of social justice, the article suggests several approaches English teacher educators and researchers might take in thinking about rural English education, including integrating readings related to rurality in English Education coursework, researching the unique challenges of teacher identity formation within rural contexts, and emphasizing research focused on rural youth literacy practices.
Eckert, Lisa Schade, and Robert Petrone. “Extending the Conversation: Raising Issues of Rurality in English Teacher Education.” English Education 46.1 (2013): 68–81.