高校青年教师学术生活的空间困境及主体行动OACHSSCD

In an era of global competition,young faculty of higher education face multiple obstacles in the development of their academic careers.Lefebvre's trialectics of space provides a structural analytical framework for understanding the realistic predicaments of individuals' academic career development.Currently,the daily academic life of young university teachers shifts across three interconnected spaces:the lived space of practice,the perceived space of representation,and the conceived space of signification,which together constitute the relational context of spatial interactions.In the lived space of practice,the long-standing highly affiliated organizational bond is gradually transforming into a principal-agent contractual relationship.The institutional feature of the work-unit system within organizational space is fading,which undermines teachers' identity as danwei people(affiliated employees of a work unit).In the perceived space of representation,the coercive spatial framework imposed by academic managerialism has been interiorized by individual academics,leading to involution in scholarly pursuits and a distorted identity as the economic man.In the conceived space of signification,task-oriented practical experience overrides loosely structured academic spheres.Individuals' subjectivity is obscured by meticulous administrative scheduling,which erodes their interactions with peers and plunges them into the identity confusion of being a social man.When it comes to individual agency,driven by survival needs,young faculty of higher education are drawn into benchmark competitions to varying degrees.They adopt academic practices following standardized behavioral scripts shaped by spatial realities and opt for dependent autonomy as their optimal course of action.Under the overall compliance mindset,these faculty seek potential room for resistance through adaptive scrambling.They dynamically calibrate their behavioral strategies by sizing up prevailing circumstances,maintaining a balanced pragmatic stance,and setting empowerment-oriented developmental goals.