The Social Functions of a Rural Teacher (on the Example of Altai Krai and the Altai Republic)

ABSTRACT

The article evaluates the social functions of rural teachers and attempts to identify the internal noneconomic resources necessary to solve pressing social issues associated with rural life (including problems connected with alienation, alcoholism, and unemployment). The study tests the hypothesis that rural teachers are active participants in rural life. This work is based on the methodological resources of rural sociology, the sociology of education, and approaches formed within the framework of problems associated with social well-being and the quality of life. Using the results of a study based on semistructured interviews conducted in the rural areas of Altai Krai and the Altai Republic (N = 124), the social functions of teachers and their specific roles as professionals were determined. In addition, the article analyzes the role of rural teachers to ensure the resilience of rural residents. Resilience has been correlated with certain values and norms rooted in rural life (family, health, work, etc.), and rural teachers are often involved in preserving these values and norms. They provide support and assistance in solving specific social problems (raising children, overcoming difficult life situations, socializing adults and children, etc.). The active participation of teachers in the integration of the village community is also discussed. It was possible to identify which activities initiated by rural teachers are aimed at consolidating rural residents and encouraging their participation in the diverse life of their home villages. All study participants stated that the integration of the village community is a necessity. A description of how teachers interact with public authorities and organizations is given. The example of Altai Krai and the Altai Republic shows that as a professional group, rural teachers actively participate in solving village problems, while acquiring the status of “village defenders.”

KEYWORDS:

• rural life
• rural teachers
• social functions of rural teachers

Disclosure Statement

No potential conflict of interest was reported by the authors.

Notes

¹ “Statisticheskaia informatsiia o sotsial’no-ekonomicheskom razvitii sel’skikh territorii Rossiiskoi Federatsii” (available at https://gks.ru/free_doc/new_site/region_stat/sel-terr/sel-terr.html; accessed on July 4, 2021).

² “Demografiia,” official statistics of the Federal State Statistics Service (available at https://rosstat.gov.ru/folder/12781; accessed on July 4, 2021).

³ Altaiskii krai v tsifrakh. 2015–2019: kratkii statisticheskii sbornik. Office of the Federal State Statistics Service for Altai Krai and Altai Republic (Barnaul, 2020) (available at https://istmat.info/files/uploads/62798/altayskiy_kray_v_cifrah_2015-2019.pdf; accessed on August 14, 2021).