Social cartography and rural education: Researching space(s) and place(s)

This chapter outlines a perspective on what a rural standpoint in research may be, and to encourage you, the reader, to consider your own ‘rural’ standpoint. Its perspective is informed by the view that, while rural meanings are clearly important and need to be valued in research, methodological orthodoxy and the need to produce clear numbers for policy impact often erase the particularities of these meanings. This afforded some amazing opportunities, like a grant for a research project, and positions within the curriculum authority, equity funding schemes and the teacher registration authority. The chapter is as much about encouraging you, the reader, to reflect upon biography as part of uncovering and understanding your research motivations as it is about the position on a rural standpoint. It refers a study grant from the New South Wales Teachers’ Federation to research the staffing of rural, remote and isolated schools in Australia.