Using an Ecojustice Perspective to Inform Science Teacher Recruitment and Retention in the Rural Black Belt Region of Georgia

  • Georgia Hodges University of Georgia
  • Deborah J. Tippins University of Georgia

Abstract

This article highlights the significance of using ecojustice theory in scholarly discussions regarding issues of science teaching and learning in rural communities of the Southeastern United States. We offer an explanation of how ecojustice
theory provides a new way to look at often studied issues surrounding education in rural communities. This article specifically addresses the issue of science teacher recruitment and retention and draws attention to some of the emerging
tensions faced by educators in the Black Belt region of Georgia.

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Author Biographies

Georgia Hodges, University of Georgia
Georgia W. Hodges is a doctoral student in the
Department of Mathematics and Science Education at
the University of Georgia. She is currently finishing her
dissertation data collection at the four schools mentioned
in this article.
Deborah J. Tippins, University of Georgia
Deborah J. Tippins is a professor in the Department of
Mathematics and Science Education at the University of
Georgia. She uses sociocultural and anthropolgical
methods to study science teaching and learning in the
context of rural and indigenous communities.
Published
2018-11-28
How to Cite
Hodges, G., & Tippins, D. J. (2018). Using an Ecojustice Perspective to Inform Science Teacher Recruitment and Retention in the Rural Black Belt Region of Georgia. The Rural Educator, 30(3). https://doi.org/10.35608/ruraled.v30i3.442
Section
Front Matter