Koza Çiftçi, ŞerifeCin, Firdevs Melis2020-11-212020-11-2120180305-79251469-3623https://doi.org/10.1080/03057925.2017.1340150https://hdl.handle.net/11467/3901This research 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 go 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 2 focus group interviews, 1 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 difficulties interact with one another and result in marginalisation or casting out of rural lives.eninfo:eu-repo/semantics/closedAccessRural educationNancy FraserTurkeyrural communityrural teacherArticle485686701N/AWOS:00044262110000310.1080/03057925.2017.1340150