被“窄化”的教育扶贫——黎族织锦专业发展的问题与反思
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摘要
黎锦传承的危机和国家对农村职业教育的重视共同促成了黎锦专业的开办。本文基于对黎锦专业的个案研究,从"教育扶贫"的角度对黎锦专业兴起的原因、存在的问题以及破解问题的思路进行了研究与探讨。研究发现,从主要招收黎族妇女、注重技能传承和促进黎族妇女增收等方面,黎锦专业可被视为一种教育扶贫模式。然而,单纯的技能扶贫割裂了技术与市场、增收与文化意识培养之间的关系,从而使得黎锦专业陷入了扶贫思维窄化的尴尬局面。作为扶贫模式的黎锦专业要走出技能扶贫的狭窄思路,必须着力培养学生面向市场的文化自觉意识,实现技术与市场、增收与文化意识培养的统一。
The crisis of the inheritance of Li brocade and the importance attached to rural vocational education by the state led to the setting up of the specialty of Li brocade. Taking it as a case,this paper makes a study of its cause of establishment,existing problems and solution to the problems from the perspective of poverty alleviation through education. The results show that in terms of enrolling Li women,paying attention to skill inheritance and increasing income of Li women,this specialty can be regarded as a model of educational poverty alleviation. However,pure poverty alleviation through skill splits the relationship between skill and market as well as between income increase and cultural sense cultivation,leading to an embarrassing situation of narrowed thinking of poverty alleviation of the specialty. In order to get rid of the narrowed thinking,as a model of poverty alleviation,the specialty should be aimed at cultivating students' market-oriented cultural consciousness so as to realize the unification of skill and market,income increase and cultivation of cultural consciousness.
The crisis of the inheritance of Li brocade and the importance attached to rural vocational education by the state led to the setting up of the specialty of Li brocade. Taking it as a case,this paper makes a study of its cause of establishment,existing problems and solution to the problems from the perspective of poverty alleviation through education. The results show that in terms of enrolling Li women,paying attention to skill inheritance and increasing income of Li women,this specialty can be regarded as a model of educational poverty alleviation. However,pure poverty alleviation through skill splits the relationship between skill and market as well as between income increase and cultural sense cultivation,leading to an embarrassing situation of narrowed thinking of poverty alleviation of the specialty. In order to get rid of the narrowed thinking,as a model of poverty alleviation,the specialty should be aimed at cultivating students' market-oriented cultural consciousness so as to realize the unification of skill and market,income increase and cultivation of cultural consciousness.
引文
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[15]费孝通.反思·对话·文化自觉[J].北京大学学报(哲学社会科学版),1997,(3):15-22.
[16]刘晓巍,朱克岚.西部民族地区特色职业教育体系构建路径探析[J].民族教育研究,2017,(4):141-144.
[2]吴肖淮,等.民族手工艺非物质文化遗产保护传承的策略与途径研究——以海南五指山市番茅村黎族织锦为例[A].2012年中国艺术人类学年会暨国际学术研讨会论文集(第二部分)[C],2012:142-148.
[3]邵长春,等.联合国开发计划署关注黎锦产业[N].海南日报,2011-06-30.
[4]赵凤华.农村贫困家庭孩子凭技能体面就业[N].科技日报,2011-06-09.
[5]韩馨娴.黎锦的保护与传承现状研究[D].北京服装学院硕士研究生学位论文,2013:60.
[6]凯蒂·加德纳,大卫·刘易斯.人类学、发展与后现代挑战[M].张有春,译.北京:中国人民大学出版社,2008:115.
[7]王玉芬.黎族番茅村调查[M].北京:中国经济出版社,2012:8.
[8]海南调查总队.海南国定贫困县脱贫:成效与差距[EB/OL].(2016-05-20);[2017-4-28].http://www.hainan.gov.cn/hn/zwgk/tjdc/hndc/201605/t20160520_2011691.html.
[9]西奥多·W·舒尔茨.论人力资本投资[M].吴珠华,等,译.北京:北京经济学院出版社,1990:1.
[10]加里·S·贝克尔.人力资本:特别是关于教育的理论与经验分析[M].梁小民,译.北京:北京大学出版社,1987:2.
[11]钟慧笑.教育扶贫是最有效、最直接的精准扶贫——访中国教育学会会长钟秉林[J].中国民族教育,2016,(5):22-24.
[12]陆汉文,黄承伟.中国精准扶贫发展报告(2016)[M].北京:社会科学文献出版社,2016:132.
[13]奥斯卡·刘易斯.桑切斯的孩子们[M].李雪顺,译.上海:上海译文出版社,2014:14-17.
[14]王建民.扶贫开发与少数民族文化——以少数民族主体性讨论为核心[J].民族研究,2012,(3):46-54.
[15]费孝通.反思·对话·文化自觉[J].北京大学学报(哲学社会科学版),1997,(3):15-22.
[16]刘晓巍,朱克岚.西部民族地区特色职业教育体系构建路径探析[J].民族教育研究,2017,(4):141-144.