The Political And Economic Process And Mechanism Of Localization Of Educational Facilities In Group School

At present,education is deeply involved in social operation,and educational infrastructure is the concrete embodiment of political and economic logic.In our country,basic educational resources still exist the spatial imbalance of more east and less west,more coastal and less inland,and more urban and rural.In this context,the "collectivized school-running",which gives play to the radiating driving role of leading schools and expands the coverage of high-quality education resources,has become an important starting point to promote the balanced development of education.At the same time,the application and analysis of the value of "space" in the study of educational events are not enough,and the academic circle has not paid enough attention to the political and economic mechanism behind the localization of educational infrastructure.Based on the lack of practical background and theoretical research,this research,from the political and economic perspective of educational geography,selects the typical collectivized educational infrastructure in Guangdong as a case study to explore the process and political and economic mechanism of collectivized educational infrastructure in the localization process,so as to deepen the understanding of the political and economic characteristics of collectivized educational infrastructure and educational infrastructure in the localization.It also provides empirical reference for education policy and planning management.By depicting the spatial pattern of uneven allocation of basic education infrastructure in Guangdong,this research has deepened the significance of education collectivization running in reality.Through the spatial translation of relevant policy texts and the spatial-temporal evolution pattern analysis of basic education infrastructures in education collectivization running,the following conclusions are drawn: In terms of space,the educational collectivized school in Guangdong is a "network making" process of "center agglomeration,edge diffusion" and "overall dispersion,local agglomeration" with the Pearl River Delta as the core and radiating to the east,west,and north of Guangdong,showing the characteristics of "overall dispersion and local agglomeration",and reflects the model features of "government-led,market operation and multiple subjects".In addition,under the cooperative school-running mode of "government + enterprise/developer + famous school","education +real estate + tourism" has become an important trend.Based on this,this research selects the "enclave" type group-run private school in the mode of "tourism + real estate + education" and "government + enterprise/developer + elite school" as a typical case.According to different development stages,its localization process is divided into three periods,namely,"initial period" of capital embedment,"development period" of collectivized school running and "adjustment period" under the impact of education policies.It is found that the localization of collectivization school-running is a complex and dynamic process of continuous interaction between multiple elements and multiple actors in the political,economic and social cultural context.Under the administrative system with obvious top-down characteristics,collectivized school is in the process of being deconstructed and reconstructed under the influence of policies,capital,power(rights)and other factors,and is realized in the form of spatial discourse logic which is more in line with the background of education reform.Besides,political and economic mechanisms featuring multi-element interweaving and multi-subject consultation have been formed.Among them,policy guidance provides the fundamental driving force,necessary institutional environment and important prerequisite of legitimacy for the localization of collectivized educational infrastructures.The interpretation of social capital provides the key guarantee for the localization of collectivized educational infrastructures,and is the material support of "local" shaping in the relationship between "people-educational infrastructure-local".The cross-regional flow of high-quality educational resources provides an important premise for the localization of collectivized educational infrastructures,and constitutes the basic vector content of "educational infrastructure" in the relationship of "people-educational infrastructure-local".The subject practice of educational stakeholders provides the core power for the localization of collectivized educational infrastructures,and constitutes the realistic basis of "people" in the relationship of "people-educational infrastructure-local".Based on the empirical analysis,this research sets up a planning framework for the planning of basic educational infrastructures under the background of group running schools,which includes "guiding policies with knowledge,supporting technology with policy,implementing planning with technology,and feedback understanding with planning".Among them,at the "understanding level" to form the "active guidance" of collectivized educational infrastructures supply ideas;At the "policy level",we should adhere to the government’s leading,and strengthen the connection between the collectivized school-running guidance and the school district system and the household registration system.At the "technical level",the model of "man-land-facility-community" is constructed,and the database of collectivized educational infrastructures is established.At the "planning level",a benign closed loop of "planning compilation-planning implementation-data,information feedback-planning revision-planning implementation" should be formed,and the connection with the overall urban planning,the revision of control detailed planning and other related planning should be strengthened,so as to strengthen the coordination of multiple regulations.