退而未休的坚守:高校银龄教师的承认缺失与重构研究OA

Against the backdrop of actively addressing population ageing,silver-aged teachers who are retired but still committed continue to serve on the front lines of educational practice at recipient universities,forming an important talent resource for underpinning the high-quality development of higher education.This essentially constitutes a practice of recognition aimed at reclaiming the value of retired talent.Adopting Honneth's theory of recognition as an analytical tool,this study examines the landscape of silver-aged teachers'retired but still committed from three dimensions:institutional recognition,identity recognition and social recognition.Nevertheless,in the process of undertaking research and teaching support tasks,this group commonly faces practical dilemmas concerning insufficient recognition,which are embodied in structurally mismatched institutional safeguards,identity ambiguity arising from multiple roles,and societal underestimation of their professional contributions.Accordingly,the recognition reconstruction for silver-aged teachers in universities require the refinement of institutional standards to safeguard and standardise the implementation system;the promotion of multi-stakeholder collaboration to reshape identity;and the updating of social perceptions to strengthen the dissemination of value.This study aims to fully unlock the educational potential of silver-aged teachers in universities,thereby facilitating the comprehensive development of building China into a leading country in education.