社会空间及新一代乡村教师的社会定位过程分析——基于云南两县的案例研究

The Social Space and Social Positioning of the New Generation of Rural Teachers: Case Study of Two Counties

With the implementation of a set of new recruitment policies of rural teachers， the new generation of rural teachers in China has manifested some distinct group characteristics. Based on the qualitative data collected from a group of young rural teacher participants in two case counties in Yunnan province， the study examined the dynamic factors that affected the social trajectories of the group. Using a Bourdieudian framework of different forms of capital and social space and a methodology of critical bifocality， the study investigated social class， gender， and ethnicity as key structural factors that constrained the social positioning process of the rural teacher group. The study also pointed out that local cultural elements such as sense of family responsibility and community traditions also noticeably shaped the process. The study is helpful for a better understanding of the social positioning process of a new generation of rural teachers and their current social status as well as the formation and change of social groups and social structure in current China.