Abstract:

Local knowledge is a cognitive system jointly created by rural residents and cultural elites based on the natural environment of rural areas, the daily lives of rural people, and their social interactions. It is characterized by locality, rurality, rationality, value-ladenness, practicality, and contextuality. Given its foundations in knowledge monopoly, value-ladenness, and political-historical conditions, local knowledge has the potential to become educational knowledge. In the context of educational modernization, integrating local knowledge into rural education reflects values such as promoting all-round human development, advancing high-quality educational equity, inheriting and innovating fine local culture, and serving the construction of better communities. In rural education, the integration of local knowledge should focus on the three domains of knowledge production, recontextualization, and reproduction, while following the principles of value appropriateness, lawfulness, and subjectivity construction to clarify its content, contextual, and subject boundaries. In rural education, the integration of local knowledge should focus on the three domains of knowledge production, recontextualization, and reproduction, while following the principles of value appropriateness, lawfulness, and subjectivity construction to clarify its content, contextual, and subject boundaries.

Key words: rural education, sociology of knowledge, local knowledge, educational modernization