Rural Ways of Knowing in Higher Education

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dc.creatorAlmond, Devon
dc.date.accessioned2020-07-18T22:48:13Z
dc.date.available2020-07-18T22:48:13Z
dc.date.issued2020
dc.description.abstractColleges and universities are wise to better understand the vital sense of place that underlies rural ways of knowing in higher education. For rural students, going to college is often challenging in large part because of an external institutional perspective that precludes these place-based ways of knowing. Drawing parallels with indigenous knowledge systems, this article highlights the importance of shifting from the institutional perspective of “coming to the university” to the student’s perspective of “going to the university.” The Spiral Dynamics model allows colleges and universities to better understand students who are "coming to the university” from environments where higher education is not already embedded into the everyday cultural ecosystems.en_US
dc.description.departmentEducationen_US
dc.identifier.issn2329-5724
dc.identifier.urihttps://hdl.handle.net/2152/82194
dc.identifier.urihttp://dx.doi.org/10.26153/tsw/9200
dc.language.isoengen_US
dc.publisherTexas Education Reviewen_US
dc.relation.ispartofTexas Education Reviewen_US
dc.relation.ispartofseriesTexas Education Review;Vol. 8, Issue 2
dc.rights.restrictionOpenen_US
dc.subjectways of knowingen_US
dc.subjectrural higher educationen_US
dc.subjectplace in educationen_US
dc.subjectSpiral Dynamicsen_US
dc.titleRural Ways of Knowing in Higher Educationen_US
dc.typeArticleen_US

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