“90后” 乡村女教师身份认同困境与调和——基于关系正义视角  

The Dilemma and Reconciliation of“post-90s”Rural Female Teachers Identity——From the Perspective of Relationship Justice

作　　者：李玮 赵文刚 Li Wei;Zhao Wen-gang(College of teacher education,Tianshui Normal University,Tianshui,Gansu,741000,China)

机构地区：[1]天水师范学院教师教育学院,甘肃天水741000

出　　处：《教师教育论坛》2024年第7期41-45,60,共6页Teacher Education Forum

基　　金：西藏自治区2022年度教育科学研究项目,“核心素养视域下西藏中学生高阶思维提升研究”(项目编号:XZEDGP220053).

摘　　要：乡村教师身份认同是乡村教师队伍建设、乡村教育振兴的关键性问题。作为乡村教育振兴主力军的“90后”乡村女教师却面临着身份认同的困惑,表征为职业角色与家庭角色的“双向冲突”、乡土角色与教师角色的“尴尬境遇”、工具理性与价值理性的“相互博弈”。遭受着资源占有差异、专业发展受限、性别身份消解、身份角色标签化等困境。基于关系正义理论,从促进资源重组、强化专业能力、推动社会性别主流化、构建乡村女教师的话语体系、提升认可度五个方面提出提升“90后”乡村女教师身份认同的有效路径。Rural teachers identity is a key issue in the construction of rural teachers and the revitalization of rural education.As the main force of rural education revitalization,the“post-90s”rural female teachers are faced with the confusion of identity,which is characterized by the“bipolar pull”of professional role and family role,the“embarrassing situation”of local role and teacher role,and the“mutual game”of instrumental rationality and value rationality.They suffer from difficulties such as resource possession difference,professional development restriction,gender identity digestion,labeled family and professional roles,and spiritual oppression.According to the theory of relational justice,it is believed that reconfiguring resources,profession,culture,authority and value is an effective strategy for enhancing the identity of“post-90s”rural female teachers.

关 键 词：“90后”乡村女教师 身份认同 关系正义 

分 类 号：G650[文化科学—教育学]