乡村民族小学教师社会角色冲突的乡土化弥合——基于黑龙江省一所乡村鄂伦春民族小学的田野研究

On the Local Reconciliation of the Rural Ethnic School Teachers’ Social Role Conflicts——Based on a Field Investigation of a Rural Oroqen Ethnic Primary School in Heilongjiang

乡村民族小学教师处于局内人与局外人、自己人与异乡人、传承者与摒弃者的多重拉扯之中,使得他们既不得不工作在乡村民族地区,又向往城市。造成乡村民族小学教师社会角色冲突的根源在于现代化转向和城市镜像。在现代化转向中,乡村民族小学教师的乡土生存场域隐匿,而在城市镜像的影响下,乡村民族小学教师的专业发展趋同于城市教师。乡村民族小学教师只有在乡土文化的挖掘中、民族文化的传承中、地方性知识的转化中才能守望乡村民族教育、传承民族文化、提升教育质量,弥合坚守者与逃离者的社会角色冲突。

Teachers in rural ethnic schools are in the pull of insiders and outsiders,insiders and strangers,inheritors and rects,which makes them not only have to work in rural ethnic areas,but also yearn for cities.The root of the conflict of social roles of teachers in rural schools for nationalities lies in the transformation of modernization and the mirror image of the city.During the course of modernization,the living field of teachers who worked in rural ethnic primary school are concealed.Under the influence of Urban Mirror image,the professional development of rural school teachers tends to be the same as that of urban teachers.Only in the excavation of local culture,in the inheritance of national culture and in the transformation of local knowledge can the teachers of the rural ethnic schools keep watch over the rural ethnic education,inherit the national culture and improve the quality of education,bridging the conflict between the social roles of holdouts and runaways.