The three rejoinders that follow engage ideas in Amy Azano's critique (q.v.) (see ERIC Document: EJ1048750) of the study of dissertations with a dual focus on rural education and curriculum and instruction (C&I). Considering the issues Amy raises about authors and authority, the allusion to Luigi Pirandello's great twentieth century…

Offering a response to the question, "What rural education research is of most worth?", the authors recommend an approach very different from the one taken by Arnold, Newman, Gaddy, and Dean (2005) in their consideration of the rural education research literature. They remind readers that about 150 years ago, Herbert Spencer put a similar…

Explores the origins of rural school curriculum and the benefits and constraints of traditional curriculum. Presents progressive alternatives such as place-based pedagogy. Discusses the challenges of responding to accountability mandates while being responsive to student and community needs. (Contains 63 references.) (SK)

Examines the current status of adult literacy programs in rural areas. Discusses the goals of rural adult literacy programs and the types of programs reported to be effective. Discusses the needs of adult illiterates in rural areas and the conditions that support--or limit--the widespread influence of effective programs. (MG)

This paper critiques the notion that technology can solve the problems of rural schools. The critique begins with the recognition that the United States is an economic empire, that technology is the instrument of empire, and that national objectives for education are concerned with promoting economic competitiveness. While rural places are…