论基于公共文化服务的乡村教师的身份认同——以GH镇XS村为例
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摘要
乡村教师具有双重的身份属性。他们既是在乡村积极履践教育使命的"教师";同时又是充分融入乡村共同体的"村中人"。乡村教师的身份认同就是乡村教师及乡村民众对这种双重身份的正确理解,并且双方的行动都高度契合这种理解。根据建构主义的相关原理,乡村教师的身份认同危机是制约乡村公共文化发展的一个重要因素;另一方面,乡村教师参与乡村公共文化服务又是其身份重构的重要路径。为了使乡村教师积极参与乡村公共文化服务,进而促进其身份的认同,需要乡村所有成员凝聚共识,深刻体认乡村公共文化发展的多重意义;需要对乡村的政治、经济等制度进行相应变革;还需要动员本乡及他乡的知识分子精英及文化精英,为乡村教师做出榜样示范。
Rural teachers have dual identity attributes. They are both"teachers",who actively carry out educational missions in the countryside; at the same time,they are"villages in the village",who are fully integrated into the rural community. Rural teachers' identity is the correct understanding of rural teachers and rural people about this dual identity,and actions of both sides are highly compatible with this understanding. According to the relevant principles of constructivism,The identity crisis of rural teachers is an important factor restricting the development of rural public culture. On the other hand,the participation of rural teachers in rural public cultural services is also an important way to reconstruct their identities. In order for rural teachers to actively participate in public cultural services in rural areas so as to promote the reconstruction of their identities,all rural members need consensus to understand the multiple meanings of rural public cultural development. The political and economic systems in rural areas need to be implemented Corresponding changes; also need to mobilize intellectuals and cultural elites in local village and other townships to set an example for rural teachers.
Rural teachers have dual identity attributes. They are both"teachers",who actively carry out educational missions in the countryside; at the same time,they are"villages in the village",who are fully integrated into the rural community. Rural teachers' identity is the correct understanding of rural teachers and rural people about this dual identity,and actions of both sides are highly compatible with this understanding. According to the relevant principles of constructivism,The identity crisis of rural teachers is an important factor restricting the development of rural public culture. On the other hand,the participation of rural teachers in rural public cultural services is also an important way to reconstruct their identities. In order for rural teachers to actively participate in public cultural services in rural areas so as to promote the reconstruction of their identities,all rural members need consensus to understand the multiple meanings of rural public cultural development. The political and economic systems in rural areas need to be implemented Corresponding changes; also need to mobilize intellectuals and cultural elites in local village and other townships to set an example for rural teachers.
引文
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[11]尹弘飚,操太圣.课程改革中教师的身份认同---制度变迁与自我重构[J].教育发展研究,2008(2):35-40.
[2]JAMES A H.Murray,Henry Bradley,W.A.Craigie,et al.The Oxford English Dictionary:Vol.VII[M].Oxford:Clarendon Press,1989:620.
[3]张乐天.告别理想-人民公社制度[M].上海:上海人民出版社,2005:23.
[4]吴理财.处境化经验:什么是农村社区文化以及如何理解[J].人文杂志,2011(1):143-147.
[5]印子.乡村公共文化的面孔、式微与再造-基于湖北农村老年人协会建设实践的分析[J].南京农业大学学报(社会科学版),2015(3):1-7.
[6]贺雪峰.农民价值观的类型及相互关系---对当前中国农村严重伦理危机的讨论[J].开放时代,2008(3):51-58.
[7]阿尔弗德·许茨.社会实在问题[M].霍桂桓,索昕,译.北京:华夏出版社,2001:296.
[8]艾温·辛格.我们的迷惘[M].郜元宝,译.桂林:广西师范大学出版社,2001:26-27.
[9]粱漱溟.中国文化要义[M].上海:学林出版社,1987:80.
[10]樊浩.“我们”,如何在一起?[J].东南大学学报(哲学社会科学版),2017(1):5-15.
[11]尹弘飚,操太圣.课程改革中教师的身份认同---制度变迁与自我重构[J].教育发展研究,2008(2):35-40.