乡村教师的日常生活与身份认同--基于三位特岗教师口述史资料的文本分析

The Daily Life and Sense of Identity of Rural Teachers:A Text Analysis of the Oral History Material of Three Ad Hoc Rural Teachers

乡村教师的一切身份行为都源自并表现于富含差异性与变异性的日常生活细节之中。对乡村教师日常生活的关注,从根本上提供了一个重新认识乡村学校与乡村教育的视角。乡村教师的身份追求与获取具有一定的重复性实践色彩,是基于劳动力市场和补充政策的理性抉择;日常生活资料的获取与消费状况反映出乡村教师的基本生存条件,直接影响到乡村教师对其身份的重新认知;环境的封闭性以及乡村学校管理上的特殊性,使得教师和学生容易形成一种天然共同体;专业成长机会经常与日常生活机会糅合在一起,并作为日常生活的一部分呈现出来。乡村教师正是在自己的日常生活中,并通过日常生活,不断理解乡村社会、乡村教育的深层结构和文化符码;同时,正是在这一认知、互动与实践过程中,教师的能动作用所呈现出来的创造力与价值感塑造了他们的身份认同。

All the identity behaviors of rural teachers are derived from and manifested in the details of daily life with many differences and variations.The daily life of rural teachers provides a new perspective for understanding rural schools and rural education.Rural teachers’identity quest and acquisition is a repetitive practice,which is a rational choice based on the labor market and supplementary policies.The acquisition and consumption of daily life materials reflects the basic living conditions of rural teachers,which directly affects rural teachers’re⁃appreciation of their identity.The closed environment and the special nature of rural school management makes it easy for teachers and students to form a natural community.Professional growth opportunities are often mixed with daily life opportunities and presented themselves as a part of daily life.It is in their daily lives that rural teachers constantly understand the deep structure and cultural symbols of rural society and rural education.At the same time,it is in this process of cognition,interaction and practice that teachers’creativity and sense of value presented by their initiative shape their identity.