Research On The Construction Of Identity Of Rural Young Teachers From The Perspective Of Discourse

The development of rural education is closely related to the last mile for the comprehensive realization of the high-quality education development strategy.As the agent in the field of rural education,rural young teachers’ cognition and agency choice in the social change is not only related to the establishment of individual identity,but also to the quality and sustainability of rural education development.However,in the practical field of rural education,more and more rural young teachers are trapped in the crisis of identity and in the value confusion of seeking meaning,which is not conducive to the realization of the high-quality development goal of rural education,and to meet the education needs of the children of the broad masses of farmers to go to well-educated school.Centering on the core research question “the working mechanism of the identity construction of rural young teachers”,this study takes a discourse scope and constructs a “two dimensions and three perspectives” theoretical analysis framework,which is based on the internal integration of critical discourse analysis theory,social identity theory and self-identity theory,hoping to comprehensively explain the dynamic working mechanism of the construction of rural young teachers’ identity.The research adopts a qualitative research paradigm,and integrates literature method,text analysis method,interview method,case study method,and narrative research method.This study mainly includes the following parts:The introduction part briefly explains the origin of the research,summarizes the status quo of research in related fields both at home and abroad,defines the core concepts of the research,the research object,research scope,and also clarifies the research theoretical framework,research ideas and methods,research ethics and research values,which aims to provide a macro view over the whole research.The research background part is the first chapter.This chapter introduces the concept of field into the environmental analysis of the identity of rural young teachers.It analyzes the impact of environmental factors,such as natural environment,social environment,economic environment and cultural environment,on the identity construction of rural teachers.The rural field is the soil where the identity of rural young teachers is lost.The rural field gradually loses its localism in the process of modernity-dominated social change.To be more specific,“living on the soil” local culture is gradually declining,the local culture of “cultural man” is gradually collapsing and the local virtue value is gradually abandoned.Research findings are the key part of this study,covering the second,third,fourth and fifth chapter.The second chapter focuses on the current situation of identity crisis of rural young teachers.It describes the specific representations of rural young teachers’ identity crisis from the perspectives of social environment,rural environment,school environment and family environment respectively.The third chapter,the fourth chapter and the fifth chapter focus on the influential factors of the negative identity of rural young teachers,mainly from the analysis of policy discourse,social situational discourse and individual narrative discourse.From the perspective of policy discourse,the relevant policies of the construction of rural teachers in China have not demonstrated the “rural” discourse well,showing the tendency of the ignorance of the rural.The ignorance of rural discourse power in policies is serious,and the implementation mechanism of policy discourse also has not been effectively established.From the perspective of social context discourse,the official,civil and group discourse field interact together to shape the public’s professional cognition of rural teachers in social context,and the deviation of rural teachers’ professional cognition is extensively constructed.From the perspective of individual narrative discourse,in the social practice of individual discourse,rural young teachers are full of doubts about the self-meaning and value in the field of rural education in reality,coupled with the lack of individual initiative,which affects the construction of self-identity.The discussion part is the sixth chapter of this study,trying to explore the mechanism of identity construction from the perspective of discourse and then aiming to propose the effective construction countermeasures of the identity of rural young teachers.First of all,though policy discourse,social situation discourse and individual narrative discourse play different roles in identity construction,they are interrelated.Policy discourse draws,shapes and solidifies the real differences between urban and rural teachers,which lays a factual foundation for the construction of rural young teachers’ identity,and plays the leading role.Social context discourse deepens the cognitive bias of rural teachers’ profession,affects the ontological value cognition of individual rural teachers,and makes the real “self” and value of rural teachers hidden in the social group discourse space,which plays the key role in the construction of identity.Individual narrative discourse highlights the individual expectation deviation of rural young teachers.The gap between “expectation structure” and “reality structure” and the lack of individual initiative drive rural young teachers to the opposite side of identity and it plays the leading role.Secondly,countermeasures are proposed from the perspectives of policy discourse,social situational discourse and action discourse respectively,in order to draw rural young teachers from the “edge” to the “center”,and eliminate the binary opposition between discourse and identity.Then,based on the integration perspective of discourse,countermeasures for the effective construction of rural young teachers’ identity are proposed from the two-way interaction perspective of social discourse construction and self-discourse construction.That is,to optimize the policy and social support of young rural teachers from the perspective of social discourse construction and improve the agency of rural young teachers as actors based on self-discourse construction.The conclusion part summarizes,generalizes and reflects on the whole research.Through the retrospection of each chapter of the text,the conclusion of this paper is provided.Then,the innovation points,deficiencies and prospects of this research are explained respectively.