作为新乡贤的乡村教师:可为、难为与应为

As a New Rural Teacher:What Can Be Done,What Is Difficult and What Should Be Done

乡村教师作为中国乡土社会“知识精英”,在乡村振兴中被寄予“新乡贤”的角色期待。新乡贤在赓续传统乡贤优秀素养的同时,其在地域、德行、才学等方面亦表现出更多的超越性,政治、经济、文化的赋能也为其提供了现实基础。但当前乡村教师新乡贤身份的建构仍面临城乡价值区隔、专业性与公共性张力失衡、政策话语缺失等问题。乡村振兴中教师新乡贤身份的形塑,应实现教师乡土生活叙事的重塑,迈向个体乡土价值回归;个体角色设限的突破,导向专业性与公共性互促共生;宏观政策话语表达的完善,转向制度供给、执行、保障一体化。

Rural teachers are regarded as the“intellectual elites”of rural communities and are expected to play a role as“new local talents”in rural revitalization.In addition to inheriting the excellent qualities of traditional local talents,the new local talents exhibit more transcendent characteristics in terms of regional knowledge,moral character,and academic capability.The empowerment in politics,economy,and culture also provides a realistic foundation for them.However,the construction of the identity of rural teachers as new local talents currently faces challenges such as the urban-rural value gap,imbalance between professionalism and publicity,and lack of policy discourse.To shape the identity of rural teachers as new local talents in the context of rural revitalization,it is necessary to achieve the reshaping of teachers’narratives of rural life,moving towards individual reintegration of rural values.It also requires breaking through the limitations of individual roles,promoting the symbiosis of professionalism and publicity.Furthermore,there is a need for improvement in the expression of macro policy discourse,shifting towards integrated institutional provision,implementation,and guarantees.These steps would contribute to the reconstruction of teachers’identities and their active involvement in the process of rural revitalization.