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HUANG Ling, HAO Ming-jun. The Absence of Rural Emotion among Rotating Teachers: Representation, Origins, and Cultural Formation[J]. Journal of Teacher Education.
Citation: HUANG Ling, HAO Ming-jun. The Absence of Rural Emotion among Rotating Teachers: Representation, Origins, and Cultural Formation[J]. Journal of Teacher Education.
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The Absence of Rural Emotion among Rotating Teachers: Representation, Origins, and Cultural Formation

  • 1. Chongqing Normal University, Faculty of Teacher Education, Chongqing 401331;

  • 2. Chongqing Normal University, Faculty of Primary Education, Chongqing 400799

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  • MSC: G451

  • Grounded in the theoretical framework of cultural materialism,the rural emotion of rotation teachers carries profound implications,manifested specifically in their roles as “insiders” who identify with the rural lifestyle,“fellow travelers” who promote the development of rural schools,and “new rural elites” who bear the responsibility for rural community development. Presently,in the practice of teacher rotation,some rotation teachers exhibit a “detached” attitude towards rural school development,struggle to acknowledge or embrace the rural way of life,and lack a strong sense of awareness regarding rural social responsibilities. These issues stem from the frequent changes in rotation teachers' teaching positions,inadequate appeal of rural public cultural life,and insufficient understan-ding of their own roles. To address these challenges,the following measures are proposed to shape the rural emotion of rotation teachers:strengthening the organizational culture within rural schools to enhance rotation teachers' sense of ownership;reconstructing rural public cultural life to elevate rotation teachers' local identity;and providing clear guidance on the cultural and social identity within the rural community for rotation teachers.
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The Absence of Rural Emotion among Rotating Teachers: Representation, Origins, and Cultural Formation

Abstract: Grounded in the theoretical framework of cultural materialism,the rural emotion of rotation teachers carries profound implications,manifested specifically in their roles as “insiders” who identify with the rural lifestyle,“fellow travelers” who promote the development of rural schools,and “new rural elites” who bear the responsibility for rural community development. Presently,in the practice of teacher rotation,some rotation teachers exhibit a “detached” attitude towards rural school development,struggle to acknowledge or embrace the rural way of life,and lack a strong sense of awareness regarding rural social responsibilities. These issues stem from the frequent changes in rotation teachers' teaching positions,inadequate appeal of rural public cultural life,and insufficient understan-ding of their own roles. To address these challenges,the following measures are proposed to shape the rural emotion of rotation teachers:strengthening the organizational culture within rural schools to enhance rotation teachers' sense of ownership;reconstructing rural public cultural life to elevate rotation teachers' local identity;and providing clear guidance on the cultural and social identity within the rural community for rotation teachers.

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