Posts Tagged ‘place based education’

Big Problems can’t be solved by Big Solutions

December 14th, 2009

We’ve known for quite some time Dan and Chip Heath intended to include the story of the “Miner County Cash Flow Study“ project in their next book, Switch: How to Change Things when Change is Hard.  Chip interviewed Randy Parry about the project at Grassroots and Groundwork Conference in St. Paul, MN a couple years ago. 

Having the project, which kick started our development efforts in Miner County, SD, mentioned in Switch is pretty exciting for me.  I’m a huge fan of their first book, Made to Stick, and I regularly seek out their monthly column in FastCompany as the first article I read in the magazine. 

Yesterday, I stumbled across this blog post and learned a bit about how they intend to use the story of the cash flow study in Switch.  The author interviewed Dan and Chip, and wrote the following:

Another fascinating component of the conversation was the Heath’s belief that “big problems are only rarely solved by big solutions.” They argued that big changes must be shrunk into the smallest components possible and attacked bite by bite. Very thought-provoking for someone passionate about the importance of the follower! The illustration used here was that of some kids in a South Dakota small town economics class who managed to save their town simply by encouraging everyone in town to spend just 10% more of their money locally. And it worked!”  (Source:  “Chip/Dan Heath - Switch,” Hogshadows. 8-8-09)

Big problems can’t be solved by big solutions. That makes me think of Rosa Parks.  One lady, who refused to give up her seat on a bus, helped launch the Civil Rights movement.  Of course, her singular action - standing up to the injustice of segregation on Montgomery, AL buses — didn’t eliminate discrimination overnight, but her effort played a pivotal role in solving a problem many, at the time,  deemed insurmountable. 

It may be a bit presumptive to compare the herculean efforts of Rosa Parks and the civil rights activists who toppled segregation in the South to the efforts of Howard H.S. students who raised awareness about the importance of spending their money locally; but I think the Heaths are onto something important when they say the solutions to big problems must be attacked in smaller, more manageable bites. 

Of course, in the community development world, it means you also need sustained leadership.  The students who participated in the Miner County Cash Flow Study project addressed one issue - local spending - but it took a decade of sustained community development efforts to achieve success in Miner County. Rural decline is, after all, a pretty complex issue.

And do we ever really achieve success? Like fighting discrimination, transforming the economies of our small, rural communities will take constant vigilance.  It’s safe to say that something WILL go wrong in Miner County at some point in the future.  A business will struggle or a building will be destroyed by fire.  One never knows the challenges the future will bring.

But tackling big issues with small bites and developing sustained leadership makes a lot of sense as a foundation for creating change in our rural communities.  I look forward to what else the Heaths have to say on the subject in Switch. 

Note:  I’d encourage anyone interested in learning more about the study  to sign up for a free resource guide in the box found in the upper right column.

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Posted in Community Development, In the News, Leadership, Rural | Comments (3)

ReImagine Rural Education

November 6th, 2009

Lately we’ve been calling on rural communities to “reimagine” their futures by focusing on transformational strategies rather than those of revitalization.  In a recent post on the Daily Yonder, Timothy Collins reminded me that this can’t take place without “reimaging” the future of education in our rural communities.

Collins, the assistant director of the Illinois Institute for Rural Affairs at Western Illinois University, wrote his post titled “Speak your peace: Longer School Year, and Better,” in response to President Obama’s call for lengthening the number of days in the school year.  While recognizing that lengthening the school year should improve education, Collins sees a bigger opportunity: 

If we’re going to lengthen the school year, let’s talk about real changes that will not only improve student achievement, but also build rural communities capable of participating effectively in the new green economy.

Schools and communities getting better together?  Yes!

 

The Roots of the Miner County story are in education

In Miner County, SD we view the Miner County Cash Flow Study, conducted in 1996 by high school students, as the start of our transformational activities.  In this project, the students sought to reverse a decline in local purchasing by (1) studying local spending habits through a community survey, (2) sharing what they learned with community residents, and (3) challenging everyone to spend 10% more of their income locally in the upcoming year. 

It was the type of learning that doesn’t come from a textbook and definitely can’t be measured on a standardized test.  But equally important, it met two of the community needs:  it helped strengthen local businesses and increased tax revenues for the City of Howard.  In following year, residents increased local spending by approximately 40%. 

These and other place-based learning activities conducted in the school over the next few years strengthened the connection between the school and community. The work also played a key role in the Northwest Area Foundation selecting Miner County as their first partner in the Community Ventures program.

 

How can this be done?

Collins answers his call for change by producing a litany of outstanding ideas for connecting schools and communities.  It’s good stuff!  Not only do his ideas provide value to rural communities, but they also help build a bridge to the green economy and youth entrepreneurship. 

But how does one initiate the types of changes Collins advocates?  The following are a few thoughts I’d like to share. 

First, realize that no single person is going to accomplish change on this level by him or herself.  A superintendent or mayor can help lead the change.  But I think it requires deep conversation with the entire community. 

Second, find ways to prime the pump for conversation by making sure people are exposed to new ideas.  A good place to start would be with Collin’s ideas. Ask people to read and react to them.

Third, make sure young people are a part of the process.  Young people’s voices can produce powerful insights when adults treat them as partners. 

Whatever process is used, however, I think it’s important to remember that the essential question to focus on is “How do rural schools and communities get better together?” 

That’s Reimagining Rural Education. 

 

 Note:  The RLC is currently in the process of developing some free resources that help explain the Miner County Cash Flow Study.  Anyone interested in receiving the first one, titled the Miner County Cash Flow Study Resource Guide should sign up for it at the top of the sidebar.  Individuals who sign up will be notified as other resources are developed.

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Posted in Community Development, Rural, Youth | Comments (0)

A millennial chooses rural

June 10th, 2009

Growing up in a rural community has deeply contributed to who I am today. So, to begin my blogging adventure, I have compiled a list of why I choose rural. I do not know how much I fit the mold of a stereotypical GenY, but I feel strongly drawn towards rural communities. As an aspiring rural educator, I am excited about rural schools and communities because of the unique opportunities for providing an exceptional education.

  1. Family. I grew up in Corsica, SD, (pop. 650). I will admit, I did not always have my heart set on returning to a small community; however, after living and going to school in Sioux Falls, I miss the atmosphere of a small town - where I knew my neighbors and where I could feel comfortable raising a family. Small towns center on families and community, an environment that is warm and inviting for me. I like being around family, even if it is not my own family.
  2. Safety. Rural communities generally have lower crime rates. Children are often seen riding bikes and walking around town without adults, especially in the summer. As a future parent, this is where I would want to raise a family.
  3. More than a job. In a rural community, a teacher is more than just a teacher. I can look forward to being an engaged community member, teacher, mentor, coach, etc. all in one.
  4. More than a school. Rural schools are the ideal setting to implement place-based education, which engages the often-disconnected youth and makes learning more meaningful and relevant. Teachers and students can investigate where they are from, how they got there, what living in their community means, and what their community could be.
  5. Collaboration. Rural teaching lends itself more towards collaboration, and teachers collaborate more often with other teachers and community resources, which creates meaningful learning experiences for students.
  6. Connectivity. In a rural place, the relationships between school and community are strong. As a teacher, I will be connected to my students’ families, local merchants, local events, etc. I will not be the only person teaching my students. They can and should learn from community members, parents, and other students as often as possible. Students can also teach their peers, teachers, parents, and others in the community.
  7. Belonging. I will have opportunities to affect the community in which I live. As a community member, I matter.

As an educator, I will be valuable and connected to the community; maybe that is why I want to live in a rural setting. As Barley & Beesley’s study published in the Journal of Research in Rural Education (2007) found, “smaller rural schools capitalize on the closer relationships among smaller faculties and the teachers’ connectedness to the community and personal investment in the school.” Having grown up in the rural school setting, I wholeheartedly agree.

As a rural teacher, I am excited about facilitating this type of community connection. Forming connections and relationships, especially between schools and community is an important aspect of rural life. Forming connections with others and having others reaching out to connect with me are two main elements I want from my surroundings (as do most Millennials). We desire a connection and a sense of purpose in our surroundings. I want and need to feel connected, engaged, and important to the community.

 Rural life is attractive to me, knowing I will be connected and needed. The issue, however, is how do communities attract others like me - GenY’s with post-secondary educations who are looking to contribute. It has to start with actively recruiting them with more than just “we have jobs.” It has to be “we need you!”

 

Further Reading:   “Saving a Community’s Heart: The Small Rural School” @ Education World 

Photo Credit:  Pick Sherbert Photography/Flickr

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Posted in Community Engagement, Gen Y, Rural, Rural Life, Youth | Comments (0)

Welcome Nicole Lauck

June 9th, 2009

The Rural Learning Center has the good fortune of having two interns who will write for the ReImainge Rural blog this summer. To help readers get to know them better, I’ve conducted a short interview with each.  What follows is an interview with Nicole Lauck of Corsica, SD. 

 

Where did you grow up, where are you going to school now, and what are you studying?
I grew up in Corsica, South Dakota and now attend Augustana College in Sioux Falls studying English and Secondary Education.

What do you hope to write about this summer?
I will be writing about rural education, rural youth, and ways of connecting in rural settings, whether it is social media (Facebook, Twitter, etc.), websites, or other forms of interaction.

What’s one of your most favorite memories about growing up in a rural community?
If only my bicycle had an odometer. I don’t know how many miles I put on it riding back and forth to the swimming pool, friends’ houses, the drive-in, and anywhere else we could think of going. Summer time at the swimming pool is definitely a favorite memory of mine.

What’s one of your least favorite memories about growing up in a rural community?
I never felt that community members expected me to return after college (granted, I don’t know if I will return to my hometown). Not that I was rejected, but the community needs a self-esteem booster to realize that high-achieving young people with degrees can and will find homes in small towns.

What’s the “coolest” small town or place in a small town that you have been to?
I love small town main streets, street dances, and festivals. I love potluck dinners and just visiting with people over great food and celebration. Fourth of July celebrations are one of the coolest times of the year to be in a small town - greased pig rodeos, barbeques, bed races, etc. are great!

 

I’m excited about Nicole being onboard for several reasons:  First, she will help deliver a younger voice of experience.  For instance, I found it interesting that she suggested many community members in her hometown don’t expect talented, young people like her to want to live in a rural community. Her experience seems to correspond with the focus of soon to be released Hollowing out the Middle.

Second, Nicole wants to teach in a rural community and understands the value of place-based education – a subject dear to our hearts in Miner County.  I’ll let her elaborate on more of that in later posts;  but it’s very refreshing to hear that a future educator understands the value of connecting students to their community.

Welcome aboard Nicole!

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Posted in Community Development, Gen Y, Rural, Youth | Comments (4)