Cin, Firdevs MelisÇiftçi, Ş Koza2021-04-032021-04-032018https://hdl.handle.net/11467/4778https://doi.org/10.1080/03057925.2017.1340150This research looks aims to unearth the educational challenges experienced by teachers and communities in rural Turkey. The research employs Nancy Fraser’s three dimensional justice approach – distribution, recognition and participation- to frame these challenges and to argue that rural challenges goes beyond economic rationalities and concerns of infrastructure and resources. The study draws its data from 29 in-depth interviews with 20 teachers working in 16 different villages, 9 interviews with community members and two focus group interviews, one with rural dwelling women and the other with rural dwelling men. The findings point out four significant difficulties that impede community and educational development: scarcity of resources, insufficient understanding of social, cultural and economic contexts that constrain educational attempts, lack of collaboration between teacher and communities, and irrelevant education. The study concludes by scrutinising how these interact with one another marginalising or casting out rural lives.eninfo:eu-repo/semantics/openAccessRural EducationCapabilities ApproachTurkeyTeacher TrainingCommunity EducationArticle48510.1080/03057925.2017.1340150