000102231 001__ 102231 000102231 005__ 20210902121628.0 000102231 0247_ $$2doi$$a10.1016/j.jrurstud.2020.05.007 000102231 0248_ $$2sideral$$a117701 000102231 037__ $$aART-2020-117701 000102231 041__ $$aeng 000102231 100__ $$aBeach, Dennis 000102231 245__ $$aCommunity and the education market: A cross-national comparative analysis of ethnographies of education inclusion and involvement in rural schools in Spain and Sweden 000102231 260__ $$c2020 000102231 5060_ $$aAccess copy available to the general public$$fUnrestricted 000102231 5203_ $$aThe present article uses 25 ethnographic publications as data for a cross-national meta-ethnographic analysis of school development in rural communities. The publications come from research in four research projects in two countries in the past decade that were ethnographically exploring different challenges in schools in rural areas in relation to changes in State regulation from bureaucratic and professional control to market governance. Different schools in different types of rural area with different types of pedagogical and leadership challenges have been identified. Two different types of school; communitas schools and magnet schools; have emerged from the investigation as two common, different and analytically important ways of responding to market pressures. Parental co-operation and community involvement characterizes the former whilst finding ways to competitively expand and exploit resources to refine and expand recruitment characterize the other. They are both contextual developments from market governance but the latter is also recognized as a default position for school development in market conditions. Both are described as adding value for or to rural communities but in very different ways. These different ways are presented and discussed in the article and based on this discussion, the development of markets in education is described as potentially very problematic in some rural areas. Schools with greater access to resources are benefitted at the expense of other schools in ways that undermine fundamentally important rural community values. 000102231 536__ $$9info:eu-repo/grantAgreement/ES/MINECO/EDU2012-32657 000102231 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-nd$$uhttp://creativecommons.org/licenses/by-nc-nd/3.0/es/ 000102231 590__ $$a4.849$$b2020 000102231 591__ $$aGEOGRAPHY$$b12 / 85 = 0.141$$c2020$$dQ1$$eT1 000102231 592__ $$a1.497$$b2020 000102231 593__ $$aDevelopment$$c2020$$dQ1 000102231 593__ $$aSociology and Political Science$$c2020$$dQ1 000102231 593__ $$aGeography, Planning and Development$$c2020$$dQ1 000102231 593__ $$aForestry$$c2020$$dQ1 000102231 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion 000102231 700__ $$0(orcid)0000-0001-9734-8596$$aVigo Arrazola, María Begoña$$uUniversidad de Zaragoza 000102231 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc. 000102231 773__ $$g77 (2020), 199-207$$pJ. rural stud.$$tJOURNAL OF RURAL STUDIES$$x0743-0167 000102231 8564_ $$s294646$$uhttps://zaguan.unizar.es/record/102231/files/texto_completo.pdf$$yPostprint 000102231 8564_ $$s2069076$$uhttps://zaguan.unizar.es/record/102231/files/texto_completo.jpg?subformat=icon$$xicon$$yPostprint 000102231 909CO $$ooai:zaguan.unizar.es:102231$$particulos$$pdriver 000102231 951__ $$a2021-09-02-08:51:15 000102231 980__ $$aARTICLE