Searching In The Name Of Fairness:a Study Of West China Rural Preschool Educational Input Process

When the Three Rural Issues becomes the priority among priorities of state economic and social development, the National Education Plan is focusing on the rural area again. Concerning the preschool education development of the rural area has become one of concerns for new rural construction. Besides, the state regards the construction of rural preschool education as a livelihood project and an important approach to boost social fairness and harmonious development of society. Hence, the state strengthens the input strength of rural preschool education, and rural preschool education has become a focus of the academic circle. The study, from the academic perspective of fairness and justice, investigates the issues of West China rural preschool education input. To achieve the goal of the study, the paper, with the aid of qualitative research, selects a pilot county of preschool education development in West China as the individual case for the study, and then gains a large amount of first hand materials by field study, including the experience gained by observation, interview materials, archival sources, population information materials, various preschool education documents, and the investigation reports by the Education Bureau. With these precious materials, the paper attempts to construct a dynamic prospect of rural preschool education change and development during education input. From the perspective of fair distribution, as for the whole input process, the paper finds that the local government adopts the input operation logic by hierarchy relationship network, which results in the unfairness of input, and violates the original intention of the state based on education fairness and social justice to input more into the rural week groups.