乡村定向师范生的多重身份冲突——基于社会学制度主义的教育民族志研究

Multiple Identity Conflicts of Rural-Oriented Pre-service Teachers:A Study of Educational Ethnography Based on Sociological Institutionalism

各地方院校的乡村定向师范生是近年出现的新群体。本研究以身份理论与社会学制度主义理论为基础构建三重身份的分析框架,并通过教育民族志研究深描乡村定向师范生内在身份认知与外在身份预期之间的互动图景及内在逻辑。研究发现,该群体在与政策的互动中形成支配性身份的同时,也被赋予身份"特权"、赋能学习动机,但政策的赋权与赋能作用之间呈现相互牵制的局面;在与社会规范的互动中,出于道德义务的拷问而与政策进行互惠性的交换,进而自觉承担身份责任,但自我性与公共性在底层逻辑上依旧相互冲突;在与自我的互动中,经历过污名化认知下的身份拒绝后,逐步自我和解与身份重塑,并在身份的习惯化与制度化之中分别采取被动妥协或主动调适两种不同取向的行动策略。

Rural-oriented pre-service teachers in local universities are a new group in recent years.Based on the identity theory and sociological institutionalism theory,this study constructs a triple identity analysis framework,and deeply describes the interaction picture and internal logic between the internal identity cognition and external identity expectation of rural-oriented preservice teachers through the study of educational ethnography.It is found that while they form dominant identity in the interaction with policies,they are also endowed with identity "privilege" and energized learning motivation,but there is a situation of mutual restraint between policies’ empowerment and incentive.In the interaction with social norms,they exchange with the policy reciprocally due to the torture of moral obligation,and then consciously undertake identity responsibility,but ego and publicity still conflict with each other in the underlying logic.In the interaction with their inner self,they gradually reconcile with themselves and reshape their identity after experiencing the identity rejection under the stigmatization cognition.Then,in the process of habituation and institutionalization of identity,they adopt two different strategies:passive compromise and active adjustment.