城镇籍乡村教师的空间位移与再栖居  

The Spatial Displacement and Re-inhabitation of Rural Teachers from the City

作　　者：张翔[1] 李鑫瑶 邓廷云 ZHANG Xiang;LI Xinyao;DENG Tingyun(School of Education,Guizhou Normal University,Guiyang 550001;Guizhou Research Center for Education Development,Guiyang 550018)

机构地区：[1]贵州师范大学教育学院,550001 [2]贵州师范学院贵州教育发展研究中心,550018

出　　处：《教育研究与实验》2022年第5期18-24,共7页Educational Research and Experiment

基　　金：贵州省2020年度哲学社会科学规划重点课题“‘十四五’时期贵州相对贫困精准识别及其教育治理长效机制研究”(20GZZD21)的阶段性成果。

摘　　要：城镇籍乡村教师作为乡村儿童拓展视野的重要他者,“逆行”至乡村后其存在空间发生了位移,具体表现为物理空间从垂直空间转向水平空间、社会空间由生人空间转至熟人空间、意义空间从想象空间转为体验空间。空间的三重位移导致其空间身份悬浮,即物理空间中“面的融合”潜伏“里的隔离”,社会空间内“熟人逻辑”撕扯“生人逻辑”,意义空间里“城乡差序”充斥“唯美憧憬”。因此,城镇籍乡村教师需要基于“乡土性”再造空间,完成空间适应性再造;同时以“安身立命”之态度扎根乡村,实现其生活、心灵、意义再栖居。As an important other for rural children to expand their horizons, teachers who come from the city have shifted their existing space after “retrograding” to the countryside, specifically from vertical space to horizontal space in physical space, and from space with strangers to space with acquaintances in social space, and from the space of imagination to the space of experience in the meaning space. The triple displacement of the space leads to its suspension of spatial identity, that is, the “isolation in the interior” hides in the “integration of faces” in the physical space, and the “logic of acquaintance” tore up the “logic of strangers” in the social space, and the “urban-rural difference” is full of “beautiful aesthetics” in the meaning space. Therefore, rural teachers from the city need to recreate the space based on the “native nature” to complete the adaptive reconstruction of the space;at the same time, take root in the countryside with the attitude of “settling one’s life” to realize the re-inhabitation of their life, mind and meaning.

关 键 词：城镇籍乡村教师 空间位移 空间再造 再栖居 

分 类 号：G525.1[文化科学—教育学]