Anne Wagner (2014) Re-Imagining the (un)familiar: feminism pedagogy in rural spaces examines how women in post secondary education in rural spaces theorise the complexity of their lives.
Some interesting ideas emerge around the definition of rural versus urban binary. The rural is often associated with the marginal, peripheral and deficit or as an idyl, romanticised sanctuary. Neither definitions articulating the rural in an authentic way and both offering an antithesis of the urban. Rural here becomes the ‘other’. The rural cannot be theorised in a single way. (p. 564)
When it comes to understanding women’s realities scant attention has been paid to the importance of rural/urban geographies. Place and space thus becomes paramount in emerging definitions of experience for rural women, here engaged in teaching and learning.
Woods (2011) How do residents understand there locality to be rural and how do these ideas often influence their identities?
Kenway and Yong (2011) Learners are affected by their life experiences and systems of belief that are to some extent embedded in the place in which they live.
Wagner argues that feminist researchers need to continually challenge the ‘self’ to remain critically reflective. They must acknowledge their standpoint,contextualising their research context and considering how space is integrally intertwined.
Wagner advocates an intersectional theory (p. 557) where gender is no longer considered to be a discrete analytic category.