Reimaging Local Control, Local Democracy, and Local Engagement in Education: How Rural Education Policy in a Metro Centric State Alienated Its Residents

Abstract

This paper examines two case studies as examples of how an Urbannormative State policy implementation for education reform in rural areas altered and de established trust in state government reforms. By specifically examining two rural community’s efforts to ensure local control in the face of state policy implementation practices, the paper finds that rural areas have over 70 years of concrete evidence that their values are often subjugated to state reform plans which stress efficiency and effectiveness. Using archival evidence, these case studies present under studied, and little-known events which have shaped relationships between the State and its residents. The paper finishes with a re-evaluation of implementation theory and posits an updated theory that includes local stakeholders influences beyond the previous model of focus on government officials.