Abstract
In the background of urbanization in education, rural education is increasingly divorced from rural children’s experience, local environment, and community culture. The connection between classrooms and the rural community is also broken. Place-based education serves as a feasible approach for promoting the modernization of rural education. Rural principals play an important role in this process by advancing the modernization of rural education, developing “earth-centric” leadership, and improving students’ local-cultural identity in the global society. To improve leadership in place-based education, rural principals need to build philosophical beliefs in place-based education, to help teaching staff and community members accept the idea of place-based education, to create new methods of conducting place-based education in rural schools, and to develop rural students’ key competencies and emotional support for place-based education.
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Notes
- 1.
In China, most small-scale schools are in the small natural villages or even mountain areas that are highly undeveloped and far from towns. Those play an important role in the primary education (specifically the low-grade primary education, such as Grade 1 to 3 or 4) of rural children. Otherwise, rural children may not obtain education due to the poor transport condition and high traveling expenses.
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Wu, Z., Zhang, P. (2023). Why and How Can the Place-Based Education Leadership of Rural Principals Be Improved?. In: Guo, D. (eds) The Frontier of Education Reform and Development in China. Educational Research in China. Springer, Singapore. https://doi.org/10.1007/978-981-19-6355-1_14
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