边际性的形成:当代中国农民教育心态的变迁逻辑——基于M村的民族志研究

Formation of Marginality:The Transition Logic of educational mentality of contemporary Chinese peasants:Ethnographic research based on M village

“边际性”是农村教育现代化过程中农民教育心态的突出特质,是理解此历史进程的极佳窗口。通过对苏北M村的民族志研究发现,面对新出现的“鸡娃”教育心态,作为行动主体的农民在传统“天命观”的框架下对其进行理解,形成了农民教育心态的新面貌。他们将“鸡娃”集中于良好外部学习环境的建设,对孩子“自身”则保持“望天收”的心态。“鸡娃”与“望天收”两种矛盾的教育心态经“双向互构”共存于当下农民教育心态之中,使其表现出“边际性”特征。然而,当这种“双向互构”未能实现“微妙的平衡”,两者的矛盾和张力凸显,农民也陷入教育焦虑之中。如此,只有寻找到两者间的“平衡点”,使它们重新建立“尽人事听天命”的辩证平衡,农民才能在农村教育变革中实现精神的“安定”。

“Marginality”is the outstanding character of peasants'educational mentality in the process of rural education modernization,and it is an excellent window to understand this historical process.Through the ethnographic study of M village in northern Jiangsu,it is found that peasants,as the subject of action,understand the newly emerged“tiger parenting”under the framework of the traditional“destiny concept”,forming a new look of peasants’educational mentality.They center“tiger parenting”on the construction of a good external learning environment,and maintain“hoping for heaven”mentality for children“self”.Two contradictory educational mentality——“tiger parenting”and“hoping for heaven”—coexist in the current peasants'educational mentality through“mutual construction”,which makes their educational mentality show“marginal”character.However,when this“mutual construction”fails to achieve a“delicate balance”,the contradiction and tension between the two become prominent,and peasants fall into educational anxiety.In this way,only by finding the“balance point”between the two,so that they can re-establish the dialectical balance of“do one’s level best and leave the rest to God’s will”,peasants can realize the spiritual“stability”in the reform of rural education.