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Titre
Rural Schools in Spain. Past, present and future: a sociological framework
Autor(es)
Sujet
Sociología rural
Educación
Sociología de las organizaciones
Sociología de la educación
Escuela rural
Clasificación UNESCO
6306.05 Sociología de la educación
6307.01 Evolución de las sociedades
6311.04 Sociología rural
Fecha de publicación
2016-05-03
Citación
Morales Romo, N. (2013). Rural Schools in Spain. Past, present and future: a sociological framework. Berichte des Instituts Verkehr und Raum, 16, 3-12
Resumen
[EN]We are going to analyze rural schools in Spain from a sociological viewpoint (there are a lot of
studies from the point of view of pedagogy - especially from the eighties - but not sociological ones).
We will analyse the evolution that rural schools have followed in this context from the 70s.
Specifically, the goal is to present a current panoramic exempt from stereotypes and based on
aspects such as the equipment, transport and dining services and the demystification of false beliefs.
In addition, we will study the past, present and future of rural schools in Spain. We will describe
these schools in terms of demography, organization, educational policies, social meanings,
methodology, etc. and, on the other hand, we will try to predict the situation of the education in the
rural areas of Spain in the next years.
The focus of this study will be the whole rural Spanish territory and more specifically the territory
of the Autonomous Community of Castilla y León.
National data, mainly from own surveys and interviews are synthesized covering the following
topics: economic and demographic context of rural education, location and characteristics of rural
schools, policies and programs benefiting rural education, equipment, transport and dining services,
public school finance policies and practices affecting rural schools, teachers in rural schools and the
future of rural education in Spain. The report contains data tables and a section describing statistical
data sources and the methodology.
One of our conclusions is that, in opposition to what the popular imaginary could consider, the
schools in small villages have a more symbolic than real value because the need of the mobility has
been internalized in the last years by the inhabitants of the rural areas - and this includes the parents
of the students -.
URI
ISSN
1868-8586
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