【作者简介】李彩虹，清华大学公共管理学院；朱志勇，北京师范大学教育学部。

【文章来源】《社会》2023年第5期。

【内容提要】本研究以内蒙古东部的一所原国营农场小学作为个案，深入探析了快速城镇化进程中民族地区乡村中老年教师的流动趋向、特点及其原因，结合历史变迁和地区发展的视角“理解”其在多重情境中的人生抉择。研究发现，在管理体制改革、单位制变迁、教育管理体制变革的历史进程中，国营农场的中老年教师基于体制性身份、合法性身份、专业性身份的交叉建构，历时性地衍生出包含生存保障性认同、情感认同与依恋、专业效能感与自我认同三元要素的集体身份认同。该身份认同是单位成员基于紧密的社会共同体，因集体利益、集体意识、集体情感联结汇合而成的价值倾向与情感归属。最终，三元集体认同合力推进了中老年教师群体以“稳定”为内核的心理建构，解析了少有人关注的乡村中老年教师留守现象。在城镇化持续推进的当下，本研究对于促进乡村教师队伍建设具有一定的启示作用。

【关 键 词】乡村教师流动；中老年教师；集体身份认同；单位制；稳定

【全文链接】https://www.society.shu.edu.cn/CN/Y2023/V43/I5/139

The Psychological Construction of "Stability": A Historical Narrative of the Collective Identity and Mobility Trend of Middle-aged and Elderly Teachers in Rural Areas

LI Caihong & ZHU Zhiyong

Abstract: This paper takes Wu Primary School, a former state-owned farm school in eastern Inner Mon golia, as a case study to explore the mobility trend of rural middle-aged and elderly teachers, its characteristics and causes during the time of rapid urbanization. The study attempts to gain a deep understanding of the life choices of this generation of teachers under multiple situations from the perspective of historical changes and regional development. The study found that after many years of hardship, middle-aged and elderly teachers on state-owned farms had derived a collective identity that included three elements: survival security identity, emotional identity and attachment, and professional efficacy and self-identity. This triadic identity was based on the cross-construction of institutional identity, legal identity, and professional identity, emerged in the historical process of market reform of farming, farming units, and education system of state-owned farms. Such a collective identity reflected the value tendency and emotional belonging of members in a close social community, with collective status as the carrier, integrating collective interest, consciousness and emotional connection. In the end, in a paradoxical way the triadic collective identity promoted the construction of a psychological mechanism with "stability" as the core for this group of middle-aged and elderly teachers, forming a collective preference of remaining in the countryside and characteristics of attachment, and therefore revealing another side of abnormality that has received little attention in the field of rural teacher mobility. With the ongoing urbanisation in China, this"stable" psychological mechanism has great significance in promoting and improving the professional development of rural teachers and the quality of rural education.

Key words: rural teacher mobility； middle-aged and elderly teachers； collective identity；unit system； stability