身份理论视域下编外教师身份困境及超越

Identity Dilemma and Transcendence of Non⁃staff Teachers from the Perspective of Identity Theory

身份理论认为个体的身份是由自然身份、制度身份、话语身份与亲和身份四维度构成。身份理论观照下,自然身份指向教师的生物学特征;制度身份指向教师的社会地位;话语身份指向教师的教学成就;亲和身份指向教师的合作状态。身份理论视域下,编外教师自然身份割裂,被视为“单向度的人”;制度身份悬置,是学校中的“无根之人”;话语身份式微,被看作学校教学中的“低水平者”;亲和身份隐匿,被视为学校中的“圈外人”。要提升编外教师职业幸福感,促进其高质量发展,就必须要关心编外教师的生活世界,尊重其自然身份;保障编外教师合法权益,完善其制度身份;彰显编外教师专业魅力,增强其话语身份;发挥“教师共同体”的作用,深化其亲和身份。

According to identity theory,individual identity consists of four dimensions:nature identity,institutional identity,discourse identity and affinity identity.Teachers’nature identity refers to their biological characteristics;teachers’institutional identity refers to their social status;teachers’discourse identity refers to their teaching achievements;and teachers’affinity identity refers to their cooperating state.From the perspective of identity theory,the nature identity of the non⁃staff teachers is divided and they are regarded as“one⁃dimensional man.”Their institutional identity is undecided and they are regard as“rootless people”in the school.Their discourse identity is fading away and they are regarded as“low⁃level”in school teaching.Their affinity identity is concealed and they are regarded as“outsiders”in the school.To improve the professional contentment of non⁃staff teachers and promote their high⁃quality development,it is necessary to care about their life world and respect their nature identity;protect their legitimate rights and interests and improve their institutional identity;highlight their professional strength and enhance their discourse identity;and make the“teacher community”play its role and intensify their affinity identity.