国家身份与教化传统：云南芒市傣族地区乡村教师的历史考察

本文以云南芒市傣族地区的乡村教师为例,从国家与地方关系的角度,描述不同时期乡村教师与乡村社会的关系,阐释乡村教师身上的文化冲突。传统教师扎根于乡土社会,在地方上承担教化功能。现代学校教育使教师获得国家身份,进而被纳入国家体制中。乡村教师与乡土社会的关系表现为从乡土化教师、候鸟式教师向逃离型教师的转变。乡村教师逐渐脱离乡土社会,其国家身份上的单向度,使其难以有效编制国家与地方之间的关系。

State Identity and Traditional Edification:The Historical Research on Village Teachers of Dai Areas in Mangshi, Yunnan

Taking the village teachers of Dai Areas in Mangshi Yunnan as the example, this paper describes the relationship between village teachers and rural society, and interprets the cultural conflict of village teachers from the perspective of the relationship between the state and the locality. Rooted in villages, traditional teachers played an important part in edification. The teachers acquire the state identity and are brought into state systems in modern education. There are three kinds of village teachers from the perspective of historical change, namely native teachers, migratory teachers and flee teachers. Village teachers were dislocated from earthbound society. Because of the one-dimensional identity, village teachers could not establish the bond between the state and the locality.