【摘要】：農(nóng)村代課教師作為中國教育特殊時(shí)期出現(xiàn)的一個(gè)特殊群體,在一定程度上為農(nóng)村教育發(fā)展作出了巨大的貢獻(xiàn),但隨著近年來我國教育事業(yè)步入新的歷史時(shí)期,國家對(duì)于農(nóng)村教育的發(fā)展提出了更為緊迫的要求,調(diào)整農(nóng)村教師隊(duì)伍、提高農(nóng)村教育質(zhì)量成為當(dāng)務(wù)之急,清退農(nóng)村代課教師的政策也隨之逐步展開,農(nóng)村代課教師問題凸顯,他們作為弱勢群體頻繁地出現(xiàn)在人們的視線中。 鑒于農(nóng)村代課教師成為社會(huì)弱勢群體的共識(shí),本文力求從社會(huì)排斥的角度來探討農(nóng)村代課教師成為弱勢群體的機(jī)制及結(jié)果。通過大量的訪談?wù){(diào)查和文獻(xiàn)研究可以發(fā)現(xiàn),農(nóng)村代課教師受到社會(huì)排斥是一個(gè)基本事實(shí),在農(nóng)村代課教師被清退這一事件的之前及之后,國家、市場和個(gè)人的因素都參與其中,具體表現(xiàn)為制度排斥、勞動(dòng)力市場排斥以及社會(huì)網(wǎng)絡(luò)排斥。 其中制度因素決定了個(gè)人是否擁有參與各項(xiàng)社會(huì)活動(dòng)的機(jī)會(huì),是社會(huì)排斥的動(dòng)力因素,農(nóng)村代課教師由于制度決定的特殊身份使其在最初便喪失與其他教師共享資源的機(jī)會(huì),直接導(dǎo)致經(jīng)濟(jì)資本和文化資本的匱乏,這一結(jié)果進(jìn)一步影響勞動(dòng)力市場和社會(huì)網(wǎng)絡(luò)對(duì)于農(nóng)村代課教師的排斥。勞動(dòng)力市場排斥表現(xiàn)在被清退的農(nóng)村代課教師在再一次進(jìn)入勞動(dòng)力市場時(shí),一方面無法適應(yīng)與就業(yè)意愿相一致的教育行業(yè)較高的準(zhǔn)入門檻,另一方面只能被迫處于次級(jí)勞動(dòng)力市場的底層成為農(nóng)民工,勞動(dòng)力市場的排斥實(shí)質(zhì)上使得農(nóng)村代課教師從一個(gè)弱勢群體進(jìn)入另一個(gè)更廣泛的弱勢群體,始終處于被邊緣化的狀態(tài)。社會(huì)網(wǎng)絡(luò)排斥表現(xiàn)在農(nóng)村代課教師無法得到有效的社會(huì)支持,并且其社會(huì)關(guān)系結(jié)構(gòu)趨向于向初級(jí)群體和同質(zhì)群體收縮的社會(huì)網(wǎng)絡(luò)分割的狀態(tài),這種單一同質(zhì)性的弱勢群體的聚合減弱了他們與其他社會(huì)群體的聯(lián)系,進(jìn)一步強(qiáng)化了農(nóng)村代課教師被邊緣化的狀態(tài)。 制度、勞動(dòng)力市場和社會(huì)網(wǎng)絡(luò)因素共同構(gòu)成了對(duì)農(nóng)村代課教師的系統(tǒng)性排斥,三者之間相互聯(lián)系相互作用,排斥的最終后果表現(xiàn)為經(jīng)濟(jì)資本、符號(hào)資本和社會(huì)資本的匱乏,這也是農(nóng)村代課教師成為弱勢群體的主要特征。
[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.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G451

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