民工子弟学校外来教师的生活世界及其教育实践

The Life-world and Educational Practice of Migrant Teachers in Schools for Migrant Workers' Children

民工子弟学校的外来教师,作为城乡结合点在个人层面上的一种突出体现,在心理上向往着城市,肉体上蛰居在城市,但却在真正意义上敲不开城市的大门,在城市扎不下根来。这一特殊的生活经历和体验,使他们的生活世界充满了"流动"的变数,而这一流动性,为人们认识民工子弟学校,理解民工子弟学校中展开的教育,提供了一个非常有教育社会学意义的独特视角。本文尝试通过对一所民工子弟学校外来教师的访谈调查,描述他们在城市边缘建构起来的生活世界以及教育实践过程所展现的特色,并借用齐美尔"异乡人"的概念,从无根的漂泊感以及与货币的联系这两个维度,对生活世界与教育实践之有机关联进行解读。

As a striking symbolization of urban and rural integration, teachers in schools for migrant workers＇ children are both psychologically yearning for the urban life and physically sojourning in the urban area. However, they hardly identify themselves with the urban community. As a result of this unique experience, their life world is characterized by ＂mobility＂, which offers us a valuable perspective of educational sociology to recognize schools for migrant workers＇ children and to understand the education there. In this paper, we attempt to describe their life world in the urban fringe and the features associated with their educational activities by conducting field work and interviews with migrant teachers in a school for migrant workers＇ children. Furthermore, we also aim to interpret the relationship between life world and educational practice in terms of rootlessness and the relation with money based on G. Simmel＇s concept of ＂the stranger＂ which may help us gain a more profound understanding of the dynamics and variety of education, especially the education provided by schools for migrant workers＇ children.