The Role of Multi-Grade Schools in Sustaining Rural Identity and Community Viability
The Role of Multi-Grade Schools in Sustaining Rural Identity and Community Viability

Author(s): Irina-Roxana Acatrinei
Subject(s): Social Sciences, Education, Sociology, School education, Rural and urban sociology, Sociology of Education
Published by: Editura Eikon
Keywords: multigrade; small schools; rural; community; viability;
Summary/Abstract: In all rural community, the school is regarded as its cultural and civic center, around which the entire social life gravitates. The decline in the school-age population inevitably leads to the organization and functioning of multi-grade classes. From an educational perspective, multi-grade teaching provides equal opportunities for students in disadvantaged areas to learn and develop, while from a social perspective, it represents an opportunity for these communities to preserve their identity and maintain their viability. Unfortunately, rural schools have limited access to the resources needed to ensure their improvement and the enhancement of the educational process. Insufficient funding and the small number of students often lead to the reorganization of the local school network, a situation that constantly threatens this type of school with closure. Inevitably, this reality diminishes the quality of life of families and reshapes the entire social fabric of the community. This article aims to highlight the role of the school in preserving the identity and sustaining the viability of small rural communities, as well as the impact of school closures on the lives of all community members, drawing on studies that address this type of education in European countries.

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