Become Oneself

The disabled teacher is a special group distributed throughout the whole education team, quietly sacrificing their youth for educational causes. Relevant literature review suggests that only a limited number of previous researches have drawn attention to this special group, most of which focus on the praises of their merits or the reporting of their tough lives. The society's lack of attentions and neglect of their existences as well as values can be seen from here. Considering this, the current study chooses such a group as its research subject, goes into the places where they teach and live, explores and tells about their real living conditions, inner worlds and growing experiences in detail and in depth, reveals the way in which they survive under the realities of social background, social networking as well as social discrimination, and demonstrates the uniqueness, spiritual supports, educational thoughts, personal charismata as well as the teachers'moralities behind their livings, so as to evoke the attention of the society and the support from the government, which may eventually result in a better living condition for this group, providing them with more capitals and enabling them to fulfill bigger potentials to influence this generation.The current study generally employs a narrative research method to provide a comprehensive understanding of disabled teachers'daily lives and to study their Survival State, including their educational, love and work experiences. It is a detailed research into their personal histories longitudinally, and a textual analysis of their living realities horizontally. Through the depictions of disabled teachers'living circumstances, this paper presents their Survival State and analyzes how they "become themselves".The current study can be divided into six parts. The first part is introduction, an inclusion of the purpose of this research, the significance of the study, literature review, definition of important concepts and research scheme; The second part uses Bourdieu's capital theory to analyze the subject's educational experience in three ways:the "striving" for cultural capital, the "lack" of economic capital and the "acquire" of social capital; The following part refers to Giddens'routine concept, comprehensively studies the subject's teaching life from four aspects: the routine of one typical day, teaching in the class, educational activities and exceptional cases; Moreover, the forth part of the study presents the tortuous road of the studied subject in terms of his emotional experience, from selecting his mate, falling in love to getting married; The fifth part firstly reveals the self-build pressures put on the disabled teacher, Specifically in "loner" interpersonal pain, "intractable" organizational relationships of interference, "unhappy development" storm of self-realization,and lastly discusses about how the rural disabled teacher "become himself through self-construction from people, education, social three aspects.The sixth part serves as the conclusion, which provides relevant suggestions for this special group considering the studied subject's growing experience. That is, on the one hand, the society should facilitate the disabled teachers with supports so as to enable them to live a meaningful life, while on the other hand, it is also necessary for the teachers themselves to be the creators of a meaningful life.