A Dilemma: Research On The Marginalization Of The New Generation Of Rural Teachers

Symbol of rural education is not only the rural prosperity connotation,also is the only way to achieve rural revitalization.Along with the change of the cognition of rural values and the development of the supplementary mechanism of rural teachers,some young people participate in the practice process of rural education and gradually become the main force in the team of rural teachers.Rural central schools enjoy local educational resources centrally and assume important tasks in the education of local society.At the same time,rural central schools also play an important role in promoting the balanced development of city and rural education.The government’s attention provides support for the development of rural central schools.However,rural young teachers in such a structure is not marginal environment produced marginal psychology.Then,why does the new generation of rural teachers become a marginal group in the non-marginal structure,which constitutes the core issue of this paper.Based on the analysis frame of urban and rural education relationship,this paper analyzes the manifestation and formation process of the new generation of rural teachers’ marginalization with the theory of marginalization.The marginalization of the young rural teacher is mainly manifested as: the imbalance of family and school interaction,the marginalization of professional development,the marginalization of urban and rural daily life,and the multiple marginalization psychology of loss and confusion.Following the two paths of structural analysis and psychological analysis,this paper analyzes the causes of structural marginalization and psychological marginalization.In the formation of structural marginalization,the multiple tensions of rural education structure lead to the structural marginalization of the new generation of rural teachers.The tension of individual,family and state on teacher’s role orientation is the basis of the generation of structural edge.The double disentanglement of rural education and rural society leads to the generation of marginal status of young teachers;The deviation in the implementation of the management and mobility policy of rural teachers intensifies the marginal resources and opportunities of rural young teachers in the flow of urban and rural areas.In the analysis of psychological marginalization,the author explains the causes of psychological marginalization from the dimension of educational practice and identity of the new generation of rural teachers.Rural young teachers’ rejection of rural education makes them difficult to integrate into rural education;In the process of educational practice,the imbalance of the relationship between school,family,students and society causes the superposition of negative emotions,and then gives rise to marginal psychology.Finally,young rural teacher’confused cognition of the role of rural teachers has strengthened the fringe psychology.The marginalization of young rural teachers is caused by multiple factors,including the disintegration of rural education and rural society,as well as the chaotic identity of young teachers.In the formation of marginalization,the blurring of the boundary between different subjects such as young individuals,villages and countries promotes the formation of marginalization.The formation of group marginalization has both structural and psychological effects.Finally,the article proposes to improve the marginalization of the new generation of rural teachers from the perspective of subject embedding and system guarantee.