社会空间及新一代乡村教师的社会定位过程分析——基于云南两县的案例研究

The Social Space and Social Positioning of the New Generation of Rural Teachers:Case Study of Two Counties

在近年农村教师招录政策改革的影响下,中国新一代乡村教师呈现出某些比较明显的群体特征。基于云南两个案例县的部分年轻农村教师参与者的质性材料,考察了该群体的社会空间位置的动态影响因素。借鉴布迪厄的不同资本形式及社会空间理论以及双聚焦方法,研究分析了社会阶层、性别和民族等社会结构性因素在乡村教师群体的社会定位过程中起到的制约性作用,同时指出本地家庭和乡土观念等文化因素也对这一过程产生了重要影响。对新一代乡村教师的社会定位过程的把握,可以帮助我们深入理解该群体目前所处的社会位置,并进一步理解当代中国社会群体的形成与变迁。

With the implementation of a set of new recruitment policies of rural teachers, the new gen- eration of rural teachers in China has manifested some distinct group characteristics. Based on the qualita- tive data collected from a group of young rural teacher participants in two case counties in Yunnan prov- ince, the study examined the dynamic factors that affected the social trajectories of the group. Using a Bourdieudian framework of different forms of capital and social space and a methodology of critical bifocali- ty, the study investigated social class, gender, and ethnicity as key structural factors that constrained the social positioning process of the rural teacher group. The study also pointed out that local cultural ele- ments such as sense of family responsibility and community traditions also noticeably shaped the process. The study is helpful for a better understanding of the social positioning process of a new generation of rural teachers and their current social status as well as the formation and change of social groups and social structure in current China.