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- W5958279 abstract "The school problem continues to plague current researchers, as it did school reformers of the past. There are basically two academic literatures focusing upon communities and their schools where rurality rather than ethnicity is the focus. The historical literature typically features tales of economic decline, changing demography, and emerging industrial culture from the Civil War through the Cold War. The second perspective also deals with major social transformations in economy, location, and occupation, but deals with the international scene rather than the domestic. Both perspectives address the role of formai schooling in transforming populations into modern citizens. Braxton County, West Virginia, fits the community types of depressed rural and isolated rural. Sociologists hypothesize about the potential for schools to bridge the alleged chasm between Appalachia and the national culture. Observations in Braxton County schools suggest that instructional and extracurricular activities are intentionally compensatory, designed to offset some of the perceived cultural disadvantages of regional rurality, isolation, and poverty. However, cultural opposition to mainstream educational goals arises from a strong sense of place, the hunting subculture, the lack of role models seeking career goals, fatalist and fundamentalist beliefs, and the low valve placed on high school and higher education. (Contains 25 references.) (KS) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ***********************************************************************" @default.
- W5958279 created "2016-06-24" @default.
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- W5958279 date "1994-01-11" @default.
- W5958279 modified "2023-09-27" @default.
- W5958279 title "Researching Rural American Schools: Continuing Cultural Themes and Cultural Conflicts in the Countryside." @default.
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