| Abstrakt: |
In this article, I explore views rural school principals have about their role, offering a challenge to contemporary, dominant, non-rural (urban) discourse about the role of school principal. I show how preferencing strongly held views of rural school principals who live and work across different rural, remote and regional contexts can be used as an analytic tool. Analysis of interview transcripts focuses on principals’ use of words of high modality, offering answers to my research question: what is distinctive about the role of the rural school principal? Results show how preferencing knowledge rural school principals have about the role offers a counter-voice and non-dominant view of the role. I conclude; the voice of the rural school principal leads educational reform in the range of rural contexts in which they work, for their views offer insights about elements that are distinctive to the role. [ABSTRACT FROM AUTHOR] |
