读书何以有望?教育帮扶政策与农村相对贫困居民教育期望的三层重构  

What Schooling Could I Expected? Three levels Reconstructed Educational Expectation though Educational Assistance Policy

作　　者：张雯闻[1] Zhang Wenwen(School of Public Administration of South China Agricultural University,Guangzhou 510642)

机构地区：[1]华南农业大学公共管理学院,广州510642

出　　处：《教育发展研究》2022年第6期39-46,共8页Research in Educational Development

基　　金：2018年国家人文社会科学青年基金项目“精准扶贫背景下农村少数民族的教育期望及形成机制:基于恩施村落的比较研究”(18CSH021);2016年国家自然科学基金面上项目“地方治理变革中的社会风险防控与社会资本培育”(71673091);广州市农村治理现代化研究基地部分成果。

摘　　要：提升农村相对贫困居民的人力资本与内生发展能力是乡村振兴的重要目标。实现该目标尤其需要提振前者的教育期望,并通过主观动机带动实践实现农村可持续发展。本文关注教育帮扶政策影响下农村相对贫困居民教育期望的建构过程,研究发现:多种类型的教育帮扶政策在三个层面重构了农村相对贫困居民的教育期望,分别是对教育的客观功能、主观认识以及基于环境实践的重构。以经验证据为基础,本研究进一步讨论了以干群关系网络为代表的教育帮扶措施在转变民众教育观念方面的作用。Improve the human capital and endogenous development capability of relatively poverty rural resident is a very important target of rural revitalization strategy. To achieve this goal, we need to boost the educational expectations of the relatively poverty rural residents and use it as a way to achieve rural sustainable development. This research analyzes educational assistance policy’s impact to relatively poverty rural residents’ educational expectation construction. It shows the different type of educational assistance policy help the relatively poverty rural residents constructed their educational expectation in three layers. It includes the restructure of educations’ function, the cognition of education and the practice of their educational expectation. Based on the empirical evidences, this research further discusses the social network between cadres and rural resident has the potential to change people’s educational concepts.

关 键 词：教育期望 教育帮扶政策 教育机会公平 

分 类 号：G521[文化科学—教育学]