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Improvisation as a curricular metaphor: Imagining education for a rural creative class


Corbett, M, Improvisation as a curricular metaphor: Imagining education for a rural creative class, Journal of Research in Rural Education, 28, (10) pp. 1-11. ISSN 1551-0670 (2013) [Refereed Article]

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Rural communities contain a largely unacknowledged innovative capacity founded on improvisational traditions. These traditions may be rooted in work practices in agriculture and other rurally-based productive activities but today they have expanded into other lifeworld locations, particularly virtual spaces that accelerate time-space compression. I make the case here that in the networked world of high modernity or postmodernity, both the nature of rurality and the potential of rural education need to be theorized differently. I begin with a critique of Richard Florida’s metrocentric idea of the creative class, then move to reconceptualizing rurality as a real and imagined space, and conclude by analyzing a fi lm and video project in an Atlantic Canadian school that used improvisation in literacy curriculum work. I argue that improvisation is a potentially productive metaphor for curriculum, one which draws on rural traditions and local funds of knowledge while at the same time incorporating a productive, forward-looking engagement with new technologies.

Item Details

Item Type:Refereed Article
Keywords:rural education, creativity, improvisation, economic and social developpment, curriculum
Research Division:Education
Research Group:Education systems
Research Field:Continuing and community education
Objective Division:Expanding Knowledge
Objective Group:Expanding knowledge
Objective Field:Expanding knowledge in education
UTAS Author:Corbett, M (Professor Michael Corbett)
ID Code:98067
Year Published:2013
Deposited By:Education
Deposited On:2015-01-30
Last Modified:2018-03-27

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