边疆民族地区农村教育扶贫的空间性思考--以云南省瑞丽市D傣寨为例的分析

本研究以云南省瑞丽市D傣寨为例,从空间性的视角探讨边疆民族地区农村教育扶贫的有效路径,强调社会文化的再生产应以主体的在场为前提,具有场域性和空间性。教育作为社会文化再生产的主要方式,在不同的社会形态中均具有特定的空间性特点。本研究中首先以传统的奘寺教育为例,阐明传统教育的实践空间具有地域性特点;其次运用数据分析,呈现瑞丽城乡教育资源分布不均的特点,这种不均在结果上表现为农村傣族青壮年多外出从事体力劳动并且最终返乡。教育赋予了个体实现就业流动的能力,这种赋能体现了以人力资本为基础的劳动力市场的运转逻辑和跨时空联结。学校是现代教育的实践空间,成为将社会行动从地方社会脱离出来的脱域机制,并对传统社会文化空间产生冲击。本研究还对目前教育扶贫中的行政举措和市场力量加以分析,由此强调教育扶贫需遵从场域的逻辑,重视农村社区教育的建设;村落社区公共文化空间的重构是有效增强内生动力的非制度化路径,儿童应成为非制度化路径中教育扶贫的重要对象。这是教育精准扶贫的应有之义。

On the Spatiality of Rural Education Poverty Alleviation in the Border Ethnic Minority Areas--A Case Study on Dai Village D in Ruili,Yunan Province

This paper,adopting the theoretical framework of spatiality,takes Dai Village D in the border ethnic minority areas in Ruili,Yunnan Province as a case study to explore the effective approach for education poverty alleviation in rural areas in the border area. It emphasizes on the reproduction of social culture,and stresses that the presence of subjectivity is the prerequisite for the reproduction of social culture,which enjoys field domain and spatiality. Education,as the major form of social and cultural reproduction,enjoys specific spatial characteristics in different social forms. This article first of all,takes the traditional Zang Buddhist temple education as an example to clarify the practice space of traditional education enjoying regional characteristic,then it adopts the data analysis to present the uneven distribution of education resources in urban and rural Ruili which indicates that Dai young people in rural areas go out to do physical work and eventually return to home. Education empowers individuals to achieve employment mobility and the empowerment embodies the operation logic and cross-space connection of human capital-based labor market.School is the practice space of modern education,which becomes the disembedding mechanism of social action from local society and can also cause its impact on traditional social and cultural space. This study also makes analysis on the administrative measures and market forces of current education poverty alleviation,thus emphasizing that the education poverty alleviation should follow the field logic and pay attention to education in the rural community. The reconstruction of the public cultural space of the village community is the noninstitutionalized way to effectively strengthen the internal momentum,and children should become the key target of education poverty alleviation in the non-institutional pathway.