The Cultural Production of “Bad” Rural Schools in China

Abstract Rural schools in China have long been in a state of underdevelopment. Studies have mainly addressed this issue from the perspective of rural–urban structural inequality, while neglecting the cultural processes that lead to inequality reproduction. Through the lens of cultural production, this study analyses qualitative data gathered in Gongshui county in central China, revealing how rural teachers and parents construct a negative perception of rural schools, evoked by devalued meanings associated with schools’ physical appearance, teaching staff characteristics and academic performance. Influenced by the discourse on rural inferiority, teachers and parents have cultivated a collective identity of becoming “less” rural and adopt strategies to disassociate themselves from rural education and community. Their cultural production of “bad” rural schools perpetuates and reinforces the underdevelopment of rural schools. This study draws attention to the cultural misconceptions surrounding rurality and the cultural processes by which educational inequalities are produced and reproduced in rural areas, both in China and globally.