The Study Of Place-based School Change In Rural Areas

In the context of global sustainable development trend,implementation of the rural revitalization strategy,and education modernization 2035,how to improve the quality of rural education is a key issue to be solved in the “next 100 years” in the new era.Now,there is a powerful voice to improve the quality of rural education by increasing resource input,imitating urban education or promoting the urbanization of rural education.By contrast,very few people pay attention to the Place-based School Change by local resources for rural education quality improvement.Based on the promotion of Place-based School Change as a practical methodology of theoretical interpretation and practice space,why and how Place-based School Change can improve the rural school inner ecology and students spirit is the constructive theoretical proposition of this study.In this study,Place-based School Change means “Interactivity-based linkage mechanism” but not as a “transformation mechanism from the outside to the inside”,and village represents the “place”.Following the route from“theory to practice”to “ practice to theory”,the theoretical legitimacy of Place-based School Change is interpreted by longitudinal historical analysis and horizontal theoretical integration,and the operation model of Place-based School Change is constructed by a Cross-case comparative analysis with three typical cases.Actually,this study is a coalition of theoretical research and Cross-case study.Details are as follows.On the theoretical dimension,to make clear the practice space of the Place-based School Change is the main task.On the one side,the pan-scientific rationality of school knowledge composition,authoritarian relationship in educational management,and the logic of educational production based on efficiencyism of the modern school in the process of modernization which showed distinct features of “Universal narrative of urban bias” have formed the historical approach of the village from “present”to “exit” in the rural school education.This path explain the objective fact that the village has reduced to “space physics field” in the rural school education.On the other side,By the perspective of integration,the educational legitimacy of the “village” as “place” is explained with the perspective of human geography and others.As a “place”,"village presence" in rural school education can change the school inner ecology.It brings an abstract and concrete compatible dialectical school cultural space that integrates local cultural characteristics and individual intimate experience,and a growth space for knowledge innovation that breaks the established conclusion of knowledge and enriches the framework of knowledge interpretation,and an experience supplement and knowledge transfer space to make up for the individual longitudinal experience gap and the absence of personal practice situation in school education,and an expanded relationship space of schools social capital by connecting families,schools and societies.To sum it up,in the view of “place”,the “village” turns into an educational space with multi-dimensional significance and becomes the “value and significance field” in rural school education.On a practical level,the discussion on the practical wisdom and operation mechanism of the Place-based School Change is based on a Cross-case comparative analysis of the research design by Multi-case study and Grounded theory coding combination.First,the practical wisdom of the Place-based School Change is elaborated by three cases which rely on local agricultural,traditional culture,or life resources.Then,the operation mechanism of the Place-based School Change is build by a Cross-case comparative analysis with three-level coding of case data.This step abstracts to “front variable” “process variable” “result variable”as the process dimension,and “contextual cognition” “main body role in action” “procedural strategy” “correlation constraints” “feedback effect” as the category axis,and 19 key elements as the basic framework like “positive cognition of rural schools”,etc.Next,based on the operation mechanism of the Place-based School Change,this study summarizes the function path of “spatial resource transformation” to “resource knowledge transformation” to “knowledge capitalization” among the connection of schools,villages and children,and sum up the mechanism of “place resource knowledge-oriented” which converts rural schools' identity as “rural society semi-public space”and “education aesthetic space adhering to rural characteristics” with “convergence effect of knowledge uniformity” and “aesthetic effect of stage schools”.In the end,this study inductives practice essence of the Place-based School Change once again from the perspective of practice paradigm.As a paradigm of educational practice,the Place-based School Change is a process of exploiting the education productivity of rural resources on the premise of acknowledging the education legitimacy of village as a place,it follows the practical logic that the comparative advantage of the school forms the advantage of the school development.Therefore,it is a practical methodology of educational reform based on the advantage governance of tapping potential with local empowerment.As a whole,efforts made by this study can guide the Place-based School Change practice in a broader scope and give grass-roots practitioners self-confidence in running schools in a theoretical level.And it is the original intention of the research to provide methodological guidance for the rural education in the confused period through the theoretical abstraction of the small trend of the Place-based school change in grassroots practice.