The Identity Of Minority Teachers In The Rural Area

"Identity", indicating the individual role gradually developed during the process of self-identifying with the society and others in a particular culture and society is an important concept in the cultural and social research. Identity is a continuous seek for the root of oneself. And every minds and actions of people are generated from the identity problem.Teachers are always creative and reflective in any historic times or social sectors. It is a basic problem associated with both educators and students in multicultural ages, that how to understand themselves, others, the surrounding environment, and the relation between people themselves, human and nature. However, minority teachers get misdirected and lost in the jungle of culture though they have special national traits and cultural genes. Therefore, this thesis brings the concept of "identity" to the research on the national minority teachers to explore the basic reason in terms of teachers' various behaviors and thoughts. Firstly, it apprehends the status quo of national minority teachers' identity though the analysis of relevant references and records of interviews. Secondly, it assumes the identity crisis, explores the contents and ways of identity, and elaborates the reasons why identity crisis forms. Finally, it constructs a reasonable field of identity: "society-individual".The thesis is divided into the following five parts:Part 1. Introduction. It briefly introduces the reasons, methods and arrangements of the research and analyzes relevant documents.Part 2. The status quo of national minority teachers' identity. It is dealing with the theory, performance, and potential problems of identity. It is found that national minority teachers were exclusive from different contents more or less when the interview carried out. Thus the hypothesis is put forward: the massive identity crisis and being speechless of teachers as the national intellectuals.Part 3. The content of national minority teachers' identity. This issue mainly involves three core elements based on the relevant studies, results of questionnaire and interviews: national identity, professional identity, and cultural identity.Part 4. Causes of national minority teachers' identity and the related factors. It resolves the emergence, development and causes of national minority teachers' identity. From the view of factor analysis, the author claims that economic and political structures, national policies, cultural change, and education reformation are contributing to the community factors; while culture in the family and village, the change of social classes, education selection, features of the gender and age, important people and incidental cases are the basic factors of the individual. From the view of interviews and daily observation of national minority teachers, three ways of identity are concluded: from passiveness to dumbness, from anxiety to giving-up, and from being ease to self-consciousness. According to the above findings conclusion and Johari Window, this thesis proclaims that national minority teachers' identity is a game process of the society and individual, so that the interactive relationships between society and individual, positiveness and passiveness are generated.Part 5. Reconstruction of national minority teachers' identity. It focuses on the strategies of identity reconstruction from the perspective of the relationship between society integration theories, individual effects and individual identity. The author expounds that the ideal identity is the reconstruction of self-confidence from both the society and the individual. National minority teachers may regain the identity, and the "society-individual" field of identity is composed, which is of great significance to promoting national confidence, developing teachers' profession, and responding multicultural.