Place and education: How socioeconomic similar rural communities shape dissimilar school communities

This article explores the potential connection between place and school performance. We conducted a statistical analysis of school results encompassing 420 of Norway's 429 municipalities. Based on this regression model, two socioeconomic similar municipalities were selected for qualitative comparison. In Sunplace, students scored considerably higher than expected; in Woodland, students scored considerably lower than expected. Subsequently, we analysed data from two schools’ catchment areas, conducted fieldwork, and interviewed local experts, students and teachers. Following the most similar case design, we sought differences between the two cases. The study is theoretically informed by Laurent Thévenot's pragmatic sociology, which provides a detailed conceptual framework for capturing people's diverse forms of engagement. Our findings suggest that Sunplace is a tightly integrated, egalitarian community whose residents take pride in their place. We propose that this pride and what we call confident collectivism extends into the school, which is characterised by discipline, a strong academic-pedagogical framing and confident students and staff. In contrast, Woodland is more loosely integrated and socially and culturally divided. Our interpretation is that there is an absence of pride, and what we call indecisive individualism might influence the school culture which is marked by a weak academic-pedagogical framing and uncertainty among students and teachers.