Critical Theory in Rural Education provides scholars and practitioners with the theoretical tools needed to interrogate and dismantle inequities that disproportionately impact rural schools and communities. Rural educators have long been confronted with policies and rhetoric that seek to restrict discussions of race, gender, history, and social injustice. This volume highlights critical frameworks that challenge deficit ideologies and offer intersectional, asset-driven approaches to research, policy, and practice. Organized into three sections—Place: Perspectives and Opportunities; Power: Race, Coloniality, and History; and Justice: Boundaries, Borders, and Identities—this book offers actionable insights and theoretical foundations for those committed to advancing justice in rural education. Embracing a range of perspectives, from racialized educator experiences, queer literacies, and decolonial Indigenous praxis to geography, policy analysis, and career-connected learning, this collection serves as a vital resource for those seeking to resist oppression and foster transformative change in rural schools and communities.
