后殖民理论视野下的中国教师文化身份之考量  

Chinese Teachers’ Cultural Identity from the Perspective of Postcolonial Theory

作　　者：伍叶琴[1] 

机构地区：[1]西南大学教育学部

出　　处：《教师教育学报》2016年第5期28-37,共10页Journal of Teacher Education

摘　　要：文化身份是后殖民理论的核心话题之一,它所讨论的正是一个族群或社群所具有的文化特征。教师作为一个特殊的社群,其文化身份就是在他们共同的教育经验与文化符码的基础上产生的稳定且普遍认同的文化特征。教师职业的育人性决定了其文化身份的核心内涵——对学生生命成长的责任。然而,如此重要的文化身份却在现代性理论的影响下逐渐被消解,最后只剩下了一个职业特征——＂教书匠＂,而教育的精神价值所剩无几。因此,教师应回归自己的文化身份,重拾教育精神,从根本上为学生生命的成长承担起责任。同时,教师也应通过＂质变学习＂把自己从＂俯首＂于利益的支配和自我身份的困惑中解放出来,改写自己的教育生活篇章,从而获得正确全面的自我认识,实现教师应有的文化价值。Cultural identity is one of the core topics of Post-colonial Theory,and it discusses the cultural characteristic of a group or community.As a special social group,the cultural identity of teachers is a stable,continuous and commonly recognized cultural characteristic formed on the basis of their common educational experience and cultural codes.The educational nature of teachers＇profession determines the true meaning of their cultural identity——the responsibility of an individual in the development of another individual.However,such an important cultural identity has gradually been removed in modern theories,and finally,only aprofessional feature left——＂teaching＂.The school has become a big examination room;the spirit of education there is not much left.Therefore,teachers should return to their cultural identity,regain the spirit of education,and fundamentally undertake the responsibility for the development of another group.At the same time,teachers should use ＂transformative learning＂to set himself free from the domination of interests and others（management）prohibition,to rewrite the chapter of their teaching career,and furthermore to achieve a meaningful and complete self.

关 键 词：后殖民理论 中国教师 文化身份 质变学习 生命成长 

分 类 号：G525.1[文化科学—教育学]