Unintended Consequences In China’s Rural Educational Policies

This study examined the mechnisms and influences of the recent Chinese rural educational policies in practice.In the context of the urban-rural dual division,in order to narrow the urban-rural gap,the open-class flow channels,and the intergenerational inheritance of poverty,the state has adopted a series of top-down actions in the field of rural education,mainly the nine-year Compulsory Education Policy-the basic education welfare policy that benefits all citizens,the School Mapping Policy-to reallocate rural education resources,and the Building of Rural Boarding school Policy-to solve the problem of rural left-behind children etc.Although these policies all try to promote education equity,and they have indeed made great achievements,but the problem of education inequality has still not been effectively improved;on the contrary,the marginalization of rural education has become increasingly serious.The paper is based on the field tracking of H County in Henan Province,supplemented by the experience survey of many rural schools in Hebei Province and Shandong Province.It presents the operation process of rural basic education policy in practice in recent years and its production.Many unintended consequences have deeply explored the internal mechanism of the rural "educational reproduction" problem.The study found that after school mapping policy,the establishment of a large number of boarding schools in rural areas led to the break of school education and community education,family education ties,the weak sense of education among teachers,and the socialization of student groups.Because school education can’t replace the functions of family education and community education,the excessive "abstract education" caused by school mapping-premature and long-lasting is separated from the specific growth environment of family and community,pursuing knowledge,pursuing abstraction,and pursuing test-oriented orientation.Not only weakened the students’ ordinary academic motives,but also increased the burden of school management,which eventually led to the situation of "re-management" and "light education" in rural schools.The substitution of administrative law to the law of education has become a profound contradiction in the education management of the county.On the one hand,the thinking of "management" of education neglects the growth of education,which leads to a large number of problems;on the other hand,these problems are further stimulated.The top-down "management",in turn,reinforces the administrative logic in school education.In other words,the idea of administrative management does not conform to the law of education.Education is not "management" but "long".The"infiltration" of any education policy must be understood through the internalization of the individual.Excessive abstract education is not conducive to the growth of students,nor is it conducive to the development of teacher teaching.The organic cooperation of school education and community education and family education can form.A benign educational environment,the specific educational narratives and micro-educational experiences of school teachers and students need to be brought back to the center of understanding of educational policy.