现代学校与甲左村变迁的口述史研究
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摘要
本文以口述史为研究方法,对中国西南的一个水族村寨——甲左村的现代学校发展史进行研究,从微观视角考察了学校与乡土社会变迁之间的互动关系。基于村民口述资料,发现现代学校在村寨的出现虽是国家力量的产物,与村民进入现代社会体系所经历的信任危机以及由此教育需求不谋而合。学校借助这种需求扎根于村寨,进而又在村寨内部通过教育现代空间的确立和受教育者的培养推动了村寨传统社区向现代社会的变迁。文章进一步探讨了学校推动甲左村变迁的作用机制及其二重性问题:学校孕育了受教育村民的现代性,也赋予他们反思和生成现代性的能力和主动性,使他们得以在日常生活中积极践行传统与现代的整合重构,让甲左村的变迁具有自身的个性化和多样性。
Using the research method of oral history, this paper makes a study of the development of modern school in Jiazuo Village, a village of Shui ethnic group in Southwest China, attempting to view the interactive relation between school and the change of local society from a micro perspective. Villagers' oral information shows that though the appearance of modern school in the village is the result of national power, it perfectly agrees with the educational need of villagers to enter modern social system. With the help of this demand, the school is rooted in the village and promotes its change from traditional community to modern society by setting up an educational modern space and cultivating the educated within the village. Through a further analysis of the oral life history of the educated villagers, this paper discusses the mechanism of school to promote the change of the village and its duality, that is, the school has cultivated modernity of the educated villagers, giving them the ability and initiative to reflect and generate modernity, enabling them to actively integrate and reconstruct tradition and modernity in their daily life, making the change of the village individual and diverse.
Using the research method of oral history, this paper makes a study of the development of modern school in Jiazuo Village, a village of Shui ethnic group in Southwest China, attempting to view the interactive relation between school and the change of local society from a micro perspective. Villagers' oral information shows that though the appearance of modern school in the village is the result of national power, it perfectly agrees with the educational need of villagers to enter modern social system. With the help of this demand, the school is rooted in the village and promotes its change from traditional community to modern society by setting up an educational modern space and cultivating the educated within the village. Through a further analysis of the oral life history of the educated villagers, this paper discusses the mechanism of school to promote the change of the village and its duality, that is, the school has cultivated modernity of the educated villagers, giving them the ability and initiative to reflect and generate modernity, enabling them to actively integrate and reconstruct tradition and modernity in their daily life, making the change of the village individual and diverse.
引文
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[2] 劳马.大时代与微叙事[N].人民日报,2016-01-27(024).
[3] 熊月之.口述史的价值[J].史林,2000(3):5.
[4] 杨祥银.试论口述史学的功用和困难[J].史学理论研究,2000(3):39.
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[6] 徐勇.政权下乡:现代国家对乡土社会的整合[J].贵州社会科学,2007(11):7-8.
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[8] 王铭铭.教育空间的现代性与民间观念——闽台三村初等教育的历史轨迹[J].社会学研究,1999(6).
[9] 李书磊.村落中的“国家”——文化变迁中的乡村学校[M].杭州:浙江人民出版社,1999:13.
[10] 高水红.乡村学校教育变迁与时空意识的变革[J].北京大学教育评论,2012(4).
[11] 吴玉军.现代社会与自我认同焦虑[J].天津社会科学,2005(6):41.
[12] 吴全华.教育现代性的反思性论纲[J].现代教育论从,2003(2):1-5.
[13] 衣俊卿.现代性的维度及其当代命运[J].中国社会科学,2004(4):13-24.
[14] 王铭铭.二十五年来中国的人类学研究:成就与问题[J].江西社会科学,2005(12):8.
[15] 安东尼·吉登斯.社会的构成[M].李康,李猛,译.北京:三联书店,1998:43.
[16] 彼得·什托姆普卡.社会变迁的社会学[M].林聚任,等译.北京:北京大学出版社,2007:192.
[17] 康拉德·菲利普·科塔克.文化人类学:欣赏文化差异[M].周云水,译.北京:中国人民大学出版社,2012:40.
[18] 玛丽·杜里-柏拉,阿涅斯·昂里奥-冯·让丹.学校社会学[M].汪凌,译.上海:华东师范大学出版社,2001:72-74.
[19] 石艳.现代性与学校空间的生产[J].教育研究,2010(2):22.
① 文中除贵州省、都匀市、大河镇之外,其余所有地名、校名以及人名均系化名。
(1)“能动性”一词,特指个体在社会过程中具有主动采取行动的能力,有能够采取行动之意,由反思性、意图性、改进性和创新性等特征构成,强调了行动者在意识层面的主动性。
[2] 劳马.大时代与微叙事[N].人民日报,2016-01-27(024).
[3] 熊月之.口述史的价值[J].史林,2000(3):5.
[4] 杨祥银.试论口述史学的功用和困难[J].史学理论研究,2000(3):39.
[5] 王铭铭.口述史·口承传统·人生史[J].西南民族大学学报(人文社科版),2008(2):23-30.
[6] 徐勇.政权下乡:现代国家对乡土社会的整合[J].贵州社会科学,2007(11):7-8.
[7] 安东尼·吉登斯.现代性的后果[M].田禾,译.上海:译林出版社,2011.
[8] 王铭铭.教育空间的现代性与民间观念——闽台三村初等教育的历史轨迹[J].社会学研究,1999(6).
[9] 李书磊.村落中的“国家”——文化变迁中的乡村学校[M].杭州:浙江人民出版社,1999:13.
[10] 高水红.乡村学校教育变迁与时空意识的变革[J].北京大学教育评论,2012(4).
[11] 吴玉军.现代社会与自我认同焦虑[J].天津社会科学,2005(6):41.
[12] 吴全华.教育现代性的反思性论纲[J].现代教育论从,2003(2):1-5.
[13] 衣俊卿.现代性的维度及其当代命运[J].中国社会科学,2004(4):13-24.
[14] 王铭铭.二十五年来中国的人类学研究:成就与问题[J].江西社会科学,2005(12):8.
[15] 安东尼·吉登斯.社会的构成[M].李康,李猛,译.北京:三联书店,1998:43.
[16] 彼得·什托姆普卡.社会变迁的社会学[M].林聚任,等译.北京:北京大学出版社,2007:192.
[17] 康拉德·菲利普·科塔克.文化人类学:欣赏文化差异[M].周云水,译.北京:中国人民大学出版社,2012:40.
[18] 玛丽·杜里-柏拉,阿涅斯·昂里奥-冯·让丹.学校社会学[M].汪凌,译.上海:华东师范大学出版社,2001:72-74.
[19] 石艳.现代性与学校空间的生产[J].教育研究,2010(2):22.
① 文中除贵州省、都匀市、大河镇之外,其余所有地名、校名以及人名均系化名。
(1)“能动性”一词,特指个体在社会过程中具有主动采取行动的能力,有能够采取行动之意,由反思性、意图性、改进性和创新性等特征构成,强调了行动者在意识层面的主动性。