国家身份与教化传统:云南芒市傣族地区乡村教师的历史考察  

State Identity and Traditional Edification: The Historical Research on Village Teachers of Dai Areas in Mangshi,Yunnan Province

作　　者：沈洪成[1] 

机构地区：[1]河海大学社会学系

出　　处：《中国农业大学学报（社会科学版）》2015年第6期69-77,共9页Journal of China Agricultural University;Social Sciences

基　　金：教育部人文社会科学重点研究基地重大课题(项目编号:11JJD840013)的资助

摘　　要：文章以云南芒市傣族地区为例,从国家与地方关系的角度,描述不同时期乡村教师与乡村社会的关系,阐释乡村教师身上的文化冲突。传统教师扎根于乡土社会,在地方上承担教化功能。现代学校教育使教师获得国家身份,进而被纳入国家体制中。乡村教师与乡土社会的关系表现为从乡土化教师、候鸟式教师向逃离型教师的转变。乡村教师逐渐脱离乡土社会,其国家身份上的单向度,使其难以有效编制国家与地方之间的关系。Taking the village teachers of Dai Areas in Mangshi,Yunnan Province as a case,this paper explores the relationship between village teachers and rural society in different time periods,and interprets the cultural conflict of village teachers from the perspective of the state-locality relationship. Rooted in villages,the traditional teachers played an important role in the edification work. The modern education system offers teachers the state identity and let them become a member in the state systems. The realtionship between village teachers and local society is the changing from the ＂migratory＂type to the ＂flee＂ones. Being escape from the rural society gradually,the one-dimension of their state identity making it difficult to adapt the state-local relationship.

关 键 词：“国家—地方”关系 国家身份 教化传统 乡村教师 

分 类 号：G755.1[文化科学—教育学]