摘要
教师培养和学校建设中乡土文化的失语,空间区隔下农村教师对农村社区归属感的下降以及自我认同的边缘化,共同导致农村教师成为“悬浮”在农村生活中的“边缘人”,这折射出农村文化的发展困境。帮助农村教师重建主体地位,激活农村教师与乡土文化的内在持久联结,不仅是当前农村教育发展的现实问题,也是持续稳健推进乡村振兴必然面临的政策议题与实践难题。
The aphasia of local culture in teacher training and school construction,the decline of rural teachers’sense of belonging to rural communi-ties and the marginalization of their self-identity under the spatial segregation have led them to become“marginal men”who are“suspended”in rural life,which reflects the dilemma of rural culture development.Helping rural teachers rebuild their status as subjects and activating the endogenous motivation of rural teachers to connect with the local culture is a serious challenge for the development of rural education.
作者
孙元涛
方霏宇
SUN Yuan-tao;FANG Fei-yu(College of Education,Zhejiang University,Hangzhou,Zhejiang,310058,China)
出处
《基础教育》
北大核心
2023年第5期38-48,共11页
Journal of Schooling Studies
基金
2022年国家社会科学基金教育学重大项目《新发展阶段教育促进共同富裕研究》(项目编号:VFA220003)。
关键词
农村教师
身份认同
心理归属
悬浮
rural teachers
identity
psychological belonging
suspension
