Ruraling education research -- Framing rural and remote: Key issues, debates, definitions and positions in constructing rural and remote disadvantage -- Rural social space: A conceptual-analytical framework for rural -- (Teacher) education and the rural human services -- Exploring the interplay of the ‘Rural’ and ‘Community’ in and for teacher education research -- The rural community walk: A structured learning experience for understanding place -- Using rural frameworks and research to develop understandings of educational justice and equity across socio-spatial settings -- Charter schools and the reconfiguring of the rural school-community Connection -- Erasing rurality: On the need to disaggregate statistical data -- Pathways, principals, and place -- Can boarding be better? Ethical dilemmas for policy-makers, education providers and evidence-makers -- Using rural education research to rethink literacies pedagogies -- How can rural education research make inclusive education better?- Linguistic landscape methodologies in rural education and educational research -- Dancing koalas, burning books and ‘fair game’: Using Butler’s concept of performativity to examine rural gender performances -- Harnessing social capital in rural education research to promote aspiration and participation in learning -- The invisible cohort: Remote students' engagement and success in higher education -- The politics of ethics in rural social research: A cautionary tale -- Valuing the rural: Using an ethical lens to explore the impact of defining, doing and disseminating rural education research -- People, places, and communities in an urban century: Broadening rural education research.

The book encompasses multiple disciplinary perspectives, venturing beyond sociology via geographical, linguistic, psychological and socio-ecological domains to demonstrate how ruraling brings new insights to matters such as teaching, ethics, gender identity, tertiary education, and inclusion. Leading scholars, including Roberts, Green, Reid, Guenther, Beach and White, challenge rural education researchers to create rural theory: to subvert the unquestioned application of urban-grounded theory to understanding rural contexts. It includes discussions on terminological debates, and paradigmatically diverse and well-designed research studies. This edited collection is an outcome of rural education researchers’ fora in the Australian Association for Research in Education (AARE), with a global relevance.