Public Cultural Capital And Urban-Rural Education Inequality

Ever since the recruitment expansion of higher education, the absolute quantityof college students from rural areas has been presenting an increasing trend. But in arelative sense, the proportion of college students from rural areas among the collegestudent source has decreased significantly. Why the urban-rural differences areenlarging with the recruitment expansion of higher education? Moreover, in thecircumstance that compulsory education has been generally popularized, the realitythat educational competition has been downward shifted has made the students fromrural areas lag behind students from urban areas. Why the basic education which isserved as public goods presents such kind of differences? What are the causes of theurban and rural students access to educational opportunities or rights there inequality /difference?The present study(based on field research) holds that under the background ofmarket reform as well as during the transformation period of contemporary China,education as an important composition of social fields has lost its own operatingsubjectivity under the control of power and market, being reduced to appendage topower and market. Meanwhile, the rural society has been'wearily'placed in adesperate situation of being kicked off the primary society in the marathon process ofmodernization and industrialization. When education that has been reduced toappendage combines with the rural society that gradually sinks into the dangeroussituation of rifted society, the bumpy school-attending journey of students from ruralareas'emerges as the times require'.The article is divided into seven parts, the first chapter from the reality ofeducation leads to the study tries to answer the question and the significance of theInstitute, as well as the theory of perspective and review of existing research; secondchapter describes the options in this study "Field",overview and explain thesignificance of choice and the related concepts used in this study were defined; thethird chapter discusses the " cultural competence "capital distribution and the urbanand rural education gap between urban and rural residents in"North County"; thefourth chapter discusses the institutional cultural capital of the urban-rural gap in"south town"; Chapters five and six, respectively, through the "power"and "market"perspective, discusses both urban and rural public cultural capital and educationalopportunities of students; the final Part is the conclusion of this study make aconclusion and put forward some ideas I discussed the contribution of this study andmayhave less.