Can School Cluster Development Policy Alleviate the Practical Difficulties of"Rural"School in Suburban Areas?
As an important object of the urban-suburban school cluster development policy,how suburban"rural"schools perceive and identify the relationship potential and possible risks of cluster development,and then carry out strategic actions of new identity construction,directly determines the degree and level of integrated development of urban and suburban education and the realization of modernization goals.The case study found that the suburban"rural"schools showed three kinds of role action modes in the interaction between the urban and suburban school clusters:(1)the running followers who draw the high-quality resources in a double cycle to narrow the gap with others;(2)the agents who emphasize the construction of social relations,focusing on self-development and upgrading;(3)the self-adapters who care about tension balance and pressure avoidance,in order to self-transcendence in the established track.Different from the passive identity and self-dependent school education modernization,the role actions of suburban"rural"schools in the development of urban-suburban school clusters show an essential pursuit of knowledge reproduction of urban and rural education communities with subjectivity,location,strategy and difference.Suburban"rural"schools also move toward the diversity and differentiation of"harmony but diversity"and mutualism.It describes the new picture of regional education integration development.Of course,to achieve this goal,it is necessary to accelerate the two-way flow of backbone teachers in the cluster,and select principals with both urban and suburban school work experience,and timely absorb college scholars who are doing teacher education research and teaching research experts to participate in interactive activities in the cluster.
urban-suburban school cluster development policysuburban"rural"schoolsan agentidentity constructionknowledge production
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