【作者】 张宏；

【导师】 杨昌勇；

【作者基本信息】 西南大学 ， 教育学原理， 2012， 博士

【摘要】 与其他少数民族相比,回族最突出的特点是“大分散,小聚居”的分布格局,全国98%的县级行政区域内居住、生活着数量不等的回族,散居人口占回族总人口的一半以上。回族分布的广泛性,决定其教育发展的多样性。然而,对回族学校教育的研究,主要集中在回族聚居区——西北部。那么,散居回族学校教育的现状如何呢?2009年,鲁南最大的回族社区——临沂市罗庄区花埠圈村,该村村委写给罗庄区政府一份报告信,反映本村回族中小学生严重的辍学问题,这引发了我的思考。接下来的田野考察证实了这一现象的客观存在,与此形成鲜明对比的是,花埠圈村周围的汉族社区中小学生不存在辍学现象。考察中还发现,花埠圈村回民小学和片区内中学不仅教育投入充足、师资精良,而且回族学生家庭经济状况优于汉族学生。既然,教育投入、师资力量和家庭经济状况这些显性因素不是造成花埠圈村回族中小学生辍学的原因,那么,究竟还存在哪些隐性因素,使处于汉文化包围之下的花埠圈村回族穆斯林对学校教育采取如此漠视的态度,回族中小学生以辍学的自我淘汰方式离开学校,回到回族社区?学校教育作为实现社会公正的重要途径,不仅具有社会选拔功能,而且是社会下层向上流动的重要通道。散居回族由于文化和人口数量上的弱势地位,实现向上流动的唯一途径便是学校教育,他们主动放弃学校教育的真正原因是什么呢?本文主要借助于文化再生产理论为分析工具,综合运用教育学、社会学、文化学和人类学等学科的相关理论和方法,对影响散居回族学校教育的隐性力进行了理论分析和实证研究。本研究在已有大量文献的基础上,以翔实的田野考查资料为佐证,把散居回族学校教育置于独特的政治、经济、文化和教育场域中,寻找散居回族学校教育不同于聚居区回族学校教育和普通学校教育的特殊性,进而对散居回族学校教育的隐性力进行了深入的剖析,并提出了解决问题的对策。首先,本文将花埠圈村回族学校教育置于宽阔的时空背景中思考。从花埠圈回族村所处的自然生态、人文历史等外部环境出发,考察了花埠圈村内部“五维一体”的传统回族社区结构及其回族学校教育的发展历史和现状。其次,重点分析了散居回族学校教育隐性力的三个作用机制。隐性力的第一个作用机制是,由于伊斯兰文化在中国的传播模式、花埠圈村隔离的居住格局、回汉民族间经济交往中造成的矛盾与纠纷以及回汉民族间低通婚率等因素影响了回汉之间的民族融合和文化交流,造成学校领导、教师因对回族文化不了解而对回族学生在学校的不良表现产生隐性的偏见,回族学生的负面印象被夸大化、固定化,造成了回族学生对学校教育的疏离感。隐性力的第二个作用机制是,学校教育中的主流文化传承与回族文化和地方性知识的消隐,导致学校教育与回族学生的内在需求相脱节,造成学校教育对回族学生缺少吸引力、回族家长对学校教育的漠视以及回族社区出现学校教育出来的“陌生人”。隐性力的第三个作用机制是,由于回族学生前期社会化的回族社区浓厚的经商氛围、传统的婚姻观念以及回族家长重商轻学的教育观念形成了回、汉族学生之间隐性的文化资本差异,造成了学校领导、教师对回、汉学生的身份等级标定；回族学生在学校中的弱势地位,导致其以辍学的方式进行自我淘汰,最终回到回族社区；学校通过对主流文化再生产实现了社会再生产。最后,对研究进行了总结,并对发展散居回族学校教育进行了思考,散居回族学校教育要凸显其民族性,以多元文化教育理念重构散居回族学校教育,加强学校与回族社区间的良性互动,引导回族社区穆斯林作出理性调适。本研究从一个散居回族村落学校教育中存在的现实问题出发,以隐性力为研究视角,对问题及其本质进行了全面而细致的解构,并在此基础上作出了合理的解释,提出了有针对性的对策和建议,不仅为相关部门解决教育问题提供帮助,也为其它散居少数民族学校教育提供有益的参考。更多还原

【Abstract】 Compared with other minority nationalities, the most prominent feature as to Hui-nationality is its distribution of scattering generally while minor in community. Right now, the quantities of Hui people spread over98%of national county level administrative regions along with the population over half of the whole scattered group. Thus, the extensity of Hui-nationality’s distribution may lead to diversities of its education development. Nevertheless, the existing studies of Hui-nationality’s education mainly concentrate on its compact communities, the Northwest region in China, so how about those scattered areas?A report letter in2009sent from Hu Buquan Village in Luo Zhuang District, Linyi City to government of Luo Zhuang District recalls my consideration, in which college committees of this biggest Hui-nationality community in the southern of Shandong reflect the high dropout rate for primary and middle school students in their villages. And my successive filed investigations have proved the objective existence of such a phenomenon. What forms the distinct contrast to this phenomenon is the non-dropout of students among neighboring areas of Han nationality. The investigation also shows the qualified education input and teaching resources are invested in Hu Buquan village, and the family economic condition of those students are even better than the Han nationality ones. On the one hand, this result tells us the dominant factors, such as educational input, teacher resources, and family incomes and so on, are far away from Hui-nationality students’dropout. On the other hand, it recalls our consideration to explore the recessive force for Muslim’s abandoning education to get rid of the surrounding of Han nationality’s culture and coming back to their own community. As an important approach to fulfill the social equality, school education is of social selecting function and the major entrance for people’s running upward from the low class. When the obvious weaknesses on culture and population exist clearly for scattered Hui nationality, why do they abstain from their only way to flow to the upper class by acquiring school education?The thesis mainly studies on recessive force which reflects school education of scattered Hui-nationality both relying on theory analysis and empirical evidence, by means of theory of cultural reproduction as the analytical, as well as the synthesis application of the related theories and methods in Pedagogy, Sociology, Anthropology and Culturology. And the intention of the thesis is to propose the corresponding strategies for solving the dropout problems in the scattered Hui-nationality schools by exploring the specialties of them from those in compact Hui-nationality communities and the normal ones, and to make a further analysis of recessive force among them.Firstly, the Hui-nationality school education in Hu Buquan Village is put into consideration in the relatively broad background of different time and place, starting from the external environment of its natural ecology and cultural history, along with inspecting its internal traditional Hui-nationality community structure of "the five aspects together" and the development history and present situation of Hui-nationality school education.And then, more attention is paid to the three functional mechanisms of recessive force as to scattered Hui-nationality school education. The first functional mechanism of recessive force is that the school leaders and teachers’ misunderstanding of Hui-nationality culture will lead to their recessive prejudice for Hui-nationality students’unfavorable behaviors and exaggerating and fossilizing their negative effect and lastly causing those students’sense of alienation for school education. The misunderstanding to Hui-nationality culture is mainly because of transmission mode of Islam culture in China, Hu Buquan Village’s isolated living pattern, contradictions and disputes arising from the economic communication and low rate of intermarriage between Hui and Han nationality ones. Regarding to its second mechanism, it is revealed in the following aspects:the school education’s unattractive features to students of Hui-nationality, parents of Hui-nationality’s ignoring to education system and the existence of strangers educated by education in Hui-nationality community, which are caused by the disjunction between school education and Hui-nationality students’internal demand on the way of the blanking among major culture heritage and Hui-nationality culture and local knowledge. Because of the recessive culture capital diversity between Hui and Han nationality students caused by the inflection of keen business atmosphere already in the socialization Hui-nationality community during Hui-nationality students’early period, traditional marriage concept and their students’ concept of valuing business while ignoring knowledge, the third functional mechanism of recessive force is shown on school leaders and teachers’demarcating the grade of Hui and Han-nationality students. These comprise the Hui-nationality students’ weakness in school and make them choose to return back to their own community by means of dropout and personal elimination. In a word, the school fulfills the social reproduction by reproducing the major culture.Finally, the thesis comes to its conclusion, and the consideration for the development of scattered Hui-nationality school education is necessary. For the scattered Hui-nationality school education, to enforce the favorable interaction between schools and Hui-nationality community and guide Muslim’s reasonable adjustment, its national characters should be highlighted; meanwhile, multicultural education concept is required to reconstruct its educational method.The study comes from the practical question of school education in a scattered Hui-nationality village, and the view on recessive force by comprehensive and careful reconstruction of the existing problems and its essence. Besides, based on the following foundation, reasonable explanations are made and targeted measures and suggestion are proposed, which are helpful for related department solving education problems and of beneficial reference for the school education of other scattered minority nationalities.更多还原