出版社：Rural Development Institute, Brandon University
摘要：Rapidly growing rural communities may experience many forms of disruptions, jeopardizing residents’ place attachment and identity. This qualitative case study uses the boomtown and newcomer/oldtimer literatures to examine how schools shape the local ‘us-versus-them’ discourse. Data for this research include interviews with community members (n=27) and interviews and observations of K–12 school staff (n=14). Findings indicate boomtown residents and teachers strengthened their place identity and attributed place disruptions and risks to newcomers, inhibiting their acceptance. Administrators’ planning decisions and teachers’ pedagogy in practice shaped this discourse. Teachers reinforced newcomer resistance by presenting them as symbols of disruption and risk which threatened their traditional rural community identity.
