认同理论视角下居民参与社区教育的动因分析

Motivation Analysis of Residents Participating in Community Education from the Perspective of Identity Theory

社区教育已成为我国社区治理的重要方式,社区教育的持续发展有赖于居民的积极主动参与。为了解居民参与社区教育的动因,以认同理论为研究视角,对广州11个市辖区居民展开调研,发现居民的社区教育参与呈现显著的类型分化,通过社区教育确认并强化的情感认同和个人价值认同是居民参与的主要动因。居民在参与社区教育的过程中通过方言和传统活动强化了社区归属感和文化自豪感,获得了基于情感的认同;又通过获得"面子"和权威认可,强化了对个人价值的认同。为促进社区教育健康发展,社区应创设多样化的教育活动,满足不同居民的实际需求;强化非户籍居民归属感和自豪感,促进文化融合;强调社区教育专业性,培养社区教育的专业权威代表,促进居民个人价值实现。

Community education has become an important way of community governance in China.The sustainable development of community education depends on the active participation of residents.In order to understand the motivations of residents participating in community education,this paper adopts the identity theory,taking residents of 11 municipal districts in Guangzhou as the research object,and investigating the basic situation of residents participating in community education.The study finds that residents'participation in community education is significant differentiation.The affective identity and personal value identity confirmed and strengthened through community education are the main motivations for residents'participation.In the process of participating in community education,residents have strengthened their sense of community belonging and cultural pride through dialects and traditional activities,and gained an affective identity.They have also strengthened their recognition of personal value by gaining"face"(mianzi)and authority recognition.In order to promote the healthy development of community education,the community should create diversified education activities to meet the actual needs of different residents.In addition,the community can promote cultural integration by strengthening the sense of belonging and pride of non-residents,and cultivating professional authorities of community education can promote the realization of residents'personal values.