Building Educational Community for Left-Behind Children in Rural China: A Case Study of a Small Rural School in Hubei Province
Building Educational Community for Left-Behind Children in Rural China: A Case Study of a Small Rural School in Hubei Province
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DOI：
10.1007/978-981-33-6288-8_2
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发表时间：
2021
影响因子：
15.1
通讯作者：
Jing Liu
中科院分区：
文献类型：
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作者：
Jing Liu
本研究旨在通过对湖北省一所小型小学的个案研究，探讨中国农村学校如何采取行动来满足农村留守儿童的教育需求。此外，它有望引发一场关于小型农村学校在满足中国留守儿童教育需求方面的作用的讨论。它首先回顾了中国农村留守儿童的教育和福祉。然后介绍了中国农村小学校的发展情况。本研究的数据来源于对湖北省a县一所小型小学（a学校）的政策制定者、校长、教师和社区成员的访谈。结果表明，A学校作为一所小型农村学校，一直在采取合作的方式建立一个教育社区，该社区包括A学校内部教师之间的共享文化，以及A学校与家长、社区、社会团体和私营部门之间的多样化协调，以最好地适应留守儿童的教育需求，并促进他们的福祉。它还显示了中国农村地区的小型学校作为为留守儿童提供教育的合作平台的可能作用。报告最后强调，有必要加强利益攸关方之间更全面的全社会合作，促进为留守儿童及其家庭提供平等、包容和优质的教育。
This study aims to investigate how rural schools take action to accommodate left-behind children’s needs for education in rural areas of China through a case study of a small primary school in Hubei province. Moreover, it is expected to lead to a discussion about the roles of small rural schools in accommodating needs for left-behind children’s education in China. It starts with a review of education and well-being of left-behind children in rural China. Then it introduces the development of small rural schools in China. Data of this study was collected from interviews with policy makers, principals, teachers and community members in a small primary school (School A) of County A, Hubei province. The results reveal that School A, as a small rural school, has been taking a collaborative approach to building an educational community which composes a culture of sharing among teachers within School A and diverse coordination between School A and parents, community, social groups and the private sector to best accommodate the need for the education of left-behind children and foster their well-being. It also shows a possible role for small schools in rural areas of China as collaborative platforms for providing for left-behind children’s education. It concludes by highlighting that it is necessary to strengthen a more comprehensive whole-society collaboration among stakeholders for promoting equal, inclusive and quality education for left-behind children and their families.