youth perspectives of schooling in a northern-ontario community
abstract
in ontario, northern, rural youth face disadvantages due to their geographic
location, as the majority of 世界杯2022赛程表淘汰赛
attending high school, if not relocated to another
community for their studies, must endure daily commutes ranging from 60 to 130
kilometers in order to attend classes. yet, student-youths’ perspectives on how their
geographic location influences their schooling experiences are currently absent from our
understanding of educational equity in northern, rural contexts. while the literature on
northern, rural education has focused almost exclusively on teacher, leadership and
community perspectives, this study utilized a critical consciousness framework and
interpretative phenomenology analysis with photovoice methods to explore youths’
perceptions of rural education.
five participants shared their thoughts and experiences through photovoice,
individual interviews and focus groups to explore their rural educational experiences. the
objective of this study was to illuminate the barriers to educational success from an
equity standpoint and to explore innovative approaches with photovoice to capitalize on
the strengths of these 世界杯2022赛程表淘汰赛
in order to address disparities and to create opportunities
for change in educational policy and practice. the findings highlighted some of the ways
in which spatial, socio-cultural and physical obstacles to learning affect youth
development while emphasizing how the school's climate and teachers contribute to
fostering educational equity and a sense of belonging. findings also revealed that youth
encounter numerous challenges in their pursuit of secondary education. however, they
manage to overcome these obstacles through the support of their schools, which serve as
safe havens fostering strong relationships within the school community, or by benefiting
from a flexible approach to their education.
in the realm of equitable rural education, this study significantly contributes to the
existing body of literature. specifically, the present study implies that educational equity
requires a lot of work. it encompasses various aspects, including a willingness to learn,
cooperation, sharing of power, finding resources, harnessing creativity and imagination,
and adjusting attitudes. lastly, this study amplifies the voices of youth in the discourse
surrounding educational equity in northern, rural schools.