摘要
对25位农家子弟的教育自传进行叙事分析后发现,作为精神向度的“希望”力量蕴藏在农家子弟的自我叙事之中。在以乐观、接纳、信仰及期盼为具体内容和表征的“希望”精神向度之下,农家子弟的个体意志不断增强,形成了困境的自我化解机制,并最终实现了对社会结构性壁垒的群体性突破。农家子弟的叙事揭示了一个基于现实之上的乌托邦精神实践过程,即个体可以凭借维持和累进“希望”的力量来践行向上的人生。因而,探索农村儿童主动成长路径与有效社会支持的改革方案,重点在于构建出一种新型的希望教育观,并依此创设出清晰的希望教育实践策略和多元主体支持环境。
By the narrative analysis of the educational autobiographies of 25 rural children,it is found that the“hope”power as a spiritual dimension is contained in the self narrative of rural children.The spiritual dimension of“hope”is characterized by four specific contents:optimism,acceptance,belief and expectation,which strengthened rural children’s will to form a self-solving mechanism of difficulties in his/her left-behind process and finally achieve the group breakthrough of social structural barriers.The narrative of the rural children reveals the process of Utopian spirit practice based on the reality,that is,individuals can rely on the power of“hope”to practice a positive life.Therefore,the reform plan aiming to explore the active growth path of rural children and effective social support should put emphasis on constructing a new hope education ideology,creating a clear education practice strategy and providing a multi-agent support environment.
出处
《当代青年研究》
CSSCI
2023年第3期70-81,共12页
Contemporary Youth Research
基金
吉林省教育厅科研项目“乡村振兴战略下农村留守儿童成就动机的生成机制及培育路径研究”(JJKH20231267SK)
关键词
希望思维
留守历程
农家子弟
高学业成就
叙事民族志
Hope
Lefting Behind Experience
Rural Migrant Workers’Children
High Academic Achievement
Narrative Ethnography
