农村代课教师社会排斥研究

发布时间：2018-10-24 13:58

【摘要】：农村代课教师作为中国教育特殊时期出现的一个特殊群体,在一定程度上为农村教育发展作出了巨大的贡献,但随着近年来我国教育事业步入新的历史时期,国家对于农村教育的发展提出了更为紧迫的要求,调整农村教师队伍、提高农村教育质量成为当务之急,清退农村代课教师的政策也随之逐步展开,农村代课教师问题凸显,他们作为弱势群体频繁地出现在人们的视线中。鉴于农村代课教师成为社会弱势群体的共识,本文力求从社会排斥的角度来探讨农村代课教师成为弱势群体的机制及结果。通过大量的访谈调查和文献研究可以发现,农村代课教师受到社会排斥是一个基本事实,在农村代课教师被清退这一事件的之前及之后,国家、市场和个人的因素都参与其中,具体表现为制度排斥、劳动力市场排斥以及社会网络排斥。其中制度因素决定了个人是否拥有参与各项社会活动的机会,是社会排斥的动力因素,农村代课教师由于制度决定的特殊身份使其在最初便丧失与其他教师共享资源的机会,直接导致经济资本和文化资本的匮乏,这一结果进一步影响劳动力市场和社会网络对于农村代课教师的排斥。劳动力市场排斥表现在被清退的农村代课教师在再一次进入劳动力市场时,一方面无法适应与就业意愿相一致的教育行业较高的准入门槛,另一方面只能被迫处于次级劳动力市场的底层成为农民工,劳动力市场的排斥实质上使得农村代课教师从一个弱势群体进入另一个更广泛的弱势群体,始终处于被边缘化的状态。社会网络排斥表现在农村代课教师无法得到有效的社会支持,并且其社会关系结构趋向于向初级群体和同质群体收缩的社会网络分割的状态,这种单一同质性的弱势群体的聚合减弱了他们与其他社会群体的联系,进一步强化了农村代课教师被边缘化的状态。制度、劳动力市场和社会网络因素共同构成了对农村代课教师的系统性排斥,三者之间相互联系相互作用,排斥的最终后果表现为经济资本、符号资本和社会资本的匮乏,这也是农村代课教师成为弱势群体的主要特征。
[Abstract]:As a special group in the special period of Chinese education, rural substitute teachers have made great contributions to the development of rural education to a certain extent. However, in recent years, China's education has entered a new historical period. The country has put forward more urgent requirements for the development of rural education. It is urgent to adjust the contingent of rural teachers and improve the quality of rural education. The policy of clearing away rural substitute teachers is also gradually launched, and the problem of substitute teachers in rural areas becomes prominent. As a vulnerable group, they frequently appear in the sight of people. In view of the consensus that substitute teachers in rural areas become social vulnerable groups, this paper tries to explore the mechanism and results of rural substitute teachers becoming vulnerable groups from the perspective of social exclusion. Through a large number of interviews and literature studies, we can find that the social exclusion of substitute teachers in rural areas is a basic fact. Before and after the event, the state, market and individual factors all participated. The specific manifestations are institutional exclusion, labor market exclusion and social network exclusion. The institutional factor determines whether the individual has the opportunity to participate in various social activities and is the motive factor of social exclusion. The rural substitute teachers lose the opportunity to share resources with other teachers in the beginning because of their special status decided by the system. The shortage of economic capital and cultural capital directly affects the exclusion of substitute teachers in rural areas by labor market and social network. The exclusion of the labor market is manifested in the fact that the rural substitute teachers who have been cleared out once again enter the labour market, on the one hand, unable to adapt to the higher entry threshold of the education industry, which is consistent with the employment intention. On the other hand, they can only be forced to become migrant workers at the bottom of the secondary labor market, and the exclusion of the labor market actually makes rural substitute teachers from one vulnerable group to another broader vulnerable group. Always in a state of marginalization. Social network exclusion is manifested in the fact that substitute teachers in rural areas are unable to get effective social support, and their social relationship structure tends to be divided into primary groups and homogenous groups. This single homogeneity of the disadvantaged groups weakens their ties with other social groups and further strengthens the marginalization of substitute teachers in rural areas. The system, labor market and social network factors together constitute the systematic exclusion of substitute teachers in rural areas. The three factors interact with each other. The ultimate consequence of exclusion is the lack of economic capital, symbolic capital and social capital. This is also the main characteristics of rural substitute teachers to become vulnerable groups.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G451

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