Ruraling education research.- Framing rural and remote: Key issues, debates, definitions and positions in constructing rural and remote disadvantage.- Rural social space: A conceptual-analytical framework for rural.- (Teacher) education and the rural human services.- Exploring the interplay of the ‘Rural’ and ‘Community’ in and for teacher education research.- The rural community walk: A structured learning experience for understanding place.- Using rural frameworks and research to develop understandings of educational justice and equity across socio-spatial settings.- Charter schools and the reconfiguring of the rural school-community Connection.- Erasing rurality: On the need to disaggregate statistical data.- Pathways, principals, and place.- Can boarding be better? Ethical dilemmas for policy-makers, education providers and evidence-makers.- Using rural education research to rethink literacies pedagogies.- How can rural education research make inclusive education better?- Linguistic landscape methodologies in rural education and educational research.- Dancing koalas, burning books and ‘fair game’: Using Butler’s concept of performativity to examine rural gender performances.- Harnessing social capital in rural education research to promote aspiration and participation in learning.- The invisible cohort: Remote students' engagement and success in higher education.- The politics of ethics in rural social research: A cautionary tale.- Valuing the rural: Using an ethical lens to explore the impact of defining, doing and disseminating rural education research.- People, places, and communities in an urban century: Broadening rural education research.

The book encompasses multiple disciplinary perspectives, venturing beyond sociology via geographical, linguistic, psychological and socio-ecological domains to demonstrate how ruraling brings new insights to matters such as teaching, ethics, gender identity, tertiary education, and inclusion. Leading scholars, including Roberts, Green, Reid, Guenther, Beach and White, challenge rural education researchers to create rural theory: to subvert the unquestioned application of urban-grounded theory to understanding rural contexts. It includes discussions on terminological debates, and paradigmatically diverse and well-designed research studies.This edited collection is an outcome of rural education researchers’ fora in the Australian Association for Research in Education (AARE), with a global relevance.

"True to its title – read it again - this book proposes the ruraling of education research: all of it. Once digested, this proposal is difficult to ignore. The theme of “‘ruraling’, used as a verb, to reframe metrocentricity and metro-normativity in education research”, is explained and developed throughout this coherent, yet wide-ranging, collection. The authors go beyond a mere proposal. They build on Roberts and Green’s 2013 accusation of the “symbolic violence against rural people, places and communities” perpetrated by those who fail to engage with the concept of rural. If Corbett once exhorted researchers to find a rural sociological imagination, these authors provide an activist handbook. The book envelops multiple disciplinary perspectives, venturing beyond sociology via geographical, linguistic, psychological and socio-ecological domains to show how ruraling brings new insights to teaching, ethics, gender identity, tertiary education, and inclusion, for example. Leading scholars, including Roberts, Green, Reid, Guenther, Beach and White, challenge rural education researchers to create rural theory: to subvert the unquestioned application of urban-grounded theory to understanding rural contexts. Fear not, the terminological debates are discussed, while the research studies reported are paradigmatically diverse and well-designed.This edited collection is an outcome of rural education researchers’ fora in the Australian Association for Research in Education (AARE). Its relevance is global." — Linda Hargreaves, University of Cambridge"A comprehensive, in-depth collection of rural education research that is a must read for anyone interested in rural education. Philip Roberts and Melyssa Fuqua have compiled and edited a collection of work that is at the cutting edge of contemporary understandings of the rural that challenges the reader to rethink and reposition what it means to work, live and research in the rural. Roberts and Fuqua contextualise the rural and acknowledge the complexities and disproportionate impact of COVID 19 on rural communities. Simultaneously this collection reclaims the rural as a strength and embraces the learnings from within rural communities that have much to offer to all contexts. Reimagining of rural places as ‘ruraling’ allows the reader to engage and reengage with rural research that disrupts and reframes these places away from the ‘metrocentricity and metro-normativity in education research’. A timely and welcome addition to the debates and provocations for all scholars, students and policy-makers." — Bernadette Walker-Gibbs, La Trobe University

Expands rural education research engagement with broader education disciplines Provides insights from rural education on considering place and context in research Deconstructs problems of standardization and placelessness in education research