Cultural Translation：Public Practice in Family-School Communication of Rural Teachers

Abstract

Parental participation is an important measure of educational reform in our country. It is also crucialin the high-quality development of rural education. Improving parents' educational ability has become an important issue in rural education reform. However, in the process of "top-down" transmission led by rural teachers, modern ideology of education cannot enter the daily educational life of parents, and the cultural "separation" between rural family and school is formed, so that the communication between family and school is blocked. Through the analysis of ethnographic research data, we find that rural parents have a set of educational meaning system which is different from the ideology of modern education. It is shaped by local cultural tradition, realistic social situation and daily life logic. Only with the help of two-way "cultural translation" can rural teachers and parents find the "connection point" of the two educational knowledge systems, and then achieve the improvement of both sides in equal communication. In this way, rural family-school communication can get out of the "center-affiliated" hierarchical structure and become a public practice.

Keywords

• cultural translation
• family-school communication in rural area
• local knowledge
• public practice