A Social Exclusion Study Of Rural Substitute Teachers

As a special group during the special period of Chinese education, rurual substitute teachers have made enormous contribution for the rural education development to a certain extent, but in recent years, the education in our country entered a new historical period, the state put the development of rural education on a more pressing requirement, adjusting the team of rural teachers, improving the quality of rural education has become a pressing matter of the moment, the rural substitute teachers dismission policy has been gradually spreaded, rural substitute teachers’problems are highlighted, they act as vulnerable groups frequently appear in the sight of people.As the consensus of what the rural teachers have become social vulnerable groups, from the angle of social exclusion, this article tries to discuss the mechanism and result of the rural substitute teachers who become to be vulnerable grourps. Through a large number of interview investigation and literature research, we can find that rural substitute teachers suffer from social exclusion is a basic fact, before and after the event of the rural substitute teachers are dismissed, the state, market and individual factors are involved, the specific performance are the system exclusion, the labour maket exclusion and the social network exclusion.In which the system exclusion determines whether individuals have the opportunity to participate in various social activities, it is the dynamic factor of social exclusion, for the special status determined by the system, rural substitute teachers lose the opportunities to share resources with other teachers from the beginning, which directly lead to economic and cultural capital shortage. This result further impact on the labour market and social network exluding rural substitute teachers, labour market exclusion performance in when the rural substitute teachers who have been dismissed enter the labour market once again, on one hand they can not adapt the high aceess threshold of education industry which consistent with their employment intention, on the other hand they were forced to get into the bottom of the secondary labor market and become to be migrant workers, labor market exclusion essentially makes rural substitute teachers from a vulnerable groups into another more extensive vulnerable groups, they are always been marginalized. Social network exclusion performance in rural substitute teachers cannot get effective social support, and social relationship structure tend to be a social network partitioning state by shrinking to primary groups and homogeneous groups, the polymerization of this single homogeneous vulnerable groups weakened the contact with other social groups, further strengthen the marginalized status.System, labour market and social network factors constitute a rural substitute teachers social exclusion system together, three of them connect and interact with each other, the final exclusive result shows the shortage of economic capital, symbolic capital and social capital, these are also the main characteristics of rural substitute teachers as vulnerable groups.