{'fraction_non_alphanumeric': 0.01901840490797546, 'fraction_numerical': 0.0, 'mean_word_length': 5.49800796812749, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
School in and Linked to Rural Territory Teaching Practises in Connection with the Context from an Ethnography Study

In contexts where social, political, and educational decisions are driven by globalisation, the sustainability and maintenance of rural communities at put at risk. Schools located in rural territories, through their educational practices in connection with the social and cultural context, can promote rootedness and favour sustainability. In this sense, the purpose of this article is to contribute to the knowledge about the role played by schools located in rural areas. Specifically, the aim of the study is to identify which educational practices take place based on the relationship with the context. This paper presents findings from an ongoing in-depth ethnographic study carried out in three small rural schools in the Aragón region of Spain. The study is conducted through semi-structured interviews that are complemented with informal conversations. The results show, on the one hand, that practices in relation to the environment are presented as a naturally occurring resource that facilitate the inclusion of values, traditions, and cultures within the curriculum. Additionally, on the other hand, that through these practices the value of place goes beyond the word ‘place’, encompassing within itself, the relationships and interactions established within the community. Thus, this study highlights the need for educational policies that make it possible to address the particularities of schools, through a flexible and open curriculum based on community opportunities and context‑based learning.