民族学校教育中的隐性力研究

【作者】 李卫英；

【导师】 孟立军；

【作者基本信息】 中央民族大学 ， 中国少数民族教育， 2009， 博士

【摘要】 我国少数民族学校教育体系是整个国家学校教育体系的一个组成部分,其发展直接关系到国家教育改革的成败。因此,少数民族学校教育一直是众多学者关注的问题。但是,从总体上看,与主体族群汉族相比,绝大多数少数民族学校教育发展相对缓慢,少数民族学生辍学率较高且学业成绩普遍偏低。根据许多专家的研究,归纳出了多种原因:或是师资问题;或是教育投入力度问题;或是经济贫困等等。政府和当地部门也采取了一系列措施来解决这些问题:如发展经济,提高少数民族家庭的教育负担能力;对贫困家庭的学生实行减免学杂费;加强义务教育的执法力度等等,并认为上述措施一旦到位,严重的学生辍学状况和学生的学业成绩就将从根本上得到改善。然而,随着对少数民族学生辍学现象研究的不断深入,研究人员逐渐发现,在那些辍学的孩子们中间,有相当一部分并不是因为家庭经济的原因或家里需要帮手,而是他们认为在学校感到“不适应”,由此他们“厌倦”并“厌烦”了所要学习的课程内容和学校生活,并因此造成辍学现象的不断发生或学业失败。不仅如此,少数民族学校在为城市和工业社会培养和输送了一批人才的同时,也使一部分遭受到学业失败的学生既无法从教育的渠道进入国家体制,又无法认同和融入当地社区生活。他们满怀着对城市生活的向往和憧憬,越来越远离他们生身的土地和民族文化,成为乡土社会“熟悉的陌生人”。那么,少数民族学校究竟是怎样一种场所?在时间的流逝中,学校里究竟发生了什么?除了师资、教育经费投入和家庭经济等显性因素外,究竟还有哪些隐性因素在影响着少数民族的学校教育,使得大多数少数民族学生不适应学校教育而遭受到学业失败?学校又是通过什么样的方式区分出“中心”与“边缘”?为什么会产生乡土社会的“陌生人”?他们又该何去何从?这些就是本文所要研究和解决的主要问题。本文主要借助于社会空间理论为分析工具,运用民族学、教育人类学和教育社会学的相关理论,对影响少数民族学校教育中的隐性力进行理论探讨和实证研究。研究试图在大量已有文献的基础上,以翔实的田野调查资料为佐证,围绕国家和学校的结构性制约与学生能动性之间的张力进行研究,对少数民族学校教育做出教育人种志的调查分析。并在此基础上,探讨少数民族学校教育中由国家、学校共同构成的隐性力如何对少数民族学生形成了宰制性的力量,以及学生对这种力量进行抵制的双向互动的过程,进而对少数民族学校教育中的隐性力进行了深入的分析,并提出了解决问题的基本对策。全文共分为八章。第一章是论文的导论部分。本章提出了论文的缘起以及所要研究的问题,在对已有文献进行梳理的基础上,对本研究可能的突破与创新进行了阐释,并详细介绍了教育人种志的研究方法和本文的研究过程。第二章对社会空间理论进行了详尽的介绍和理论反思,指出了社会空间理论对于本研究方法论和分析工具上的重要意义。同时对研究的主要概念——隐性力、民族学校教育、学校空间和行动策略等概念进行了界定,并在这些概念上确立了研究框架。第三章对本文所选择地点——黔南布依族苗族自治州都匀市石龙乡的社会生活、生产和生活习俗、民族文化、学校教育状况进行了人种志的描述。学校处于一定的社会场域之中,不可避免地要受到政治、经济和文化的影响,并根据这些影响和制约不断调整自己内部的结构,从而与社会场域协调一致。由此,本章在对研究地点进行详尽考察的基础上,对学校所处的政治场域、经济场域、文化场域和教育场域进行了分析,指出:渗透国家权力的政治场域、以市场经济为主导的经济场域、以主流文化的“普适知识”与“身份文化”为价值取向的文化场域和考试主导下以精英教育为主的教育场域都参与到学校的运作过程中来,从而使学校采取了一系列的应对策略对所处的社会场域做出回应。第四章、第五章和第六章是本文主要的研究内容。这三章分别对学校生活的常态,学校知识的选择、分类与传递以及学校利益的分配对学生产生的隐性力进行了分析,指出学校通过一系列的控制和权力的实施潜移默化地对学生发挥着隐性但不可忽视的影响。第四章是学校教育中隐性力的第一个作用机制。在学校教育中,隐性力以制度化的形式在学校的生活常态中对学生进行渗透,潜移默化地将主流文化的价值观念和意识形态根植于学生的心灵。而且,学校对学生时空的占据和控制,人为地割裂了少数民族学生与民族社区的联系,使学生越来越远离他们生身的土地和民族文化。第五章是学校教育中隐性力的第二个作用机制。学校通过在公领域对课程知识的传承,完成了对学生成为符合主流社会价值的人的规训和塑造,由此,少数民族文化和地方性知识消隐到了私领域,学生也成为乡土社会里“熟悉的陌生人”。第六章是学校教育隐性力的第三个作用机制。学校通过对学生文化资本的遴选,完成了学校空间内部中心和边缘的划分,从而实现了学校教育的再生产功能。第七章探讨了在学校空间中,学生通过不同的行动策略对国家和学校的结构性制约进行能动的反应。学生并不是被动地接受学校教育中隐性力的影响,他们会采用各种策略进行抵制。研究在对实地调查研究的基础上,提出了学生抵制的五种策略:权宜策略、假发策略、戏谑策略、对抗策略和自我淘汰策略。第八章对研究结论进行了简单归纳,并对发展少数民族学校教育进行了思考:在多元文化背景中重新构建关于少数民族学校教育的理念;实现国家教育与地方性知识的有效整合;坚持以社会公正为价值取向,发展少数民族学校教育。更多还原

【Abstract】 The education system of minorities plays an important part in the whole country school education system. Its development is closely related to the result of our country education reform. Therefore, the school education of minorities is a key point that most of the scholar are concerned about. However, taken as a whole, compared to Han, the development of school education of minorities is very slow. Most of the minority students choose to leave school, and the rest aren’t usually good at study and examination. Many experts think the reason is the lack of teachers, little attentive, poor economy and so on. Of course, the local government takes a series of measures to solve the problems, such as developing economy, improving the ability of shouldering the burden, reducing the tuition, strengthen the implement of compulsory education. The experts think only by doing so, we are able to reduce the percentage of leaving school, leading to their improvement in study. Whereas, with further research, experts find the reason why most of the students choose to leave school is not that they live a poor life, but that they can’t adapt to school surroundings. They don’t feed well in school. They are annoyed with all the subjects, and tired of school life. Eventually, their study suffers failure. What’s worse, the phenomenon of leaving school happens frequently. Although school education of minorities provides many qualified people for the society of cities and industries. yet, it maks some students not succeed in the study. These students can neither enter the civil system, nor recognize and merge the local community life. Being full of many dreams of the city life, they gradually get away with their homeland and traditional culture. That is to say, they will become "familiar strangers" of the local community.Then, what place on earth is the school of minorities? As the time goes by, what happens to the school? Apart from the obvious factors such as teachers, tuition and poverty, what hidden factors influence the school education in the monority region, causing their failure in study? How can the school separate the center from the edge? What and how should the school teach? Why do the "strangers" come about? Where should they go? All these are just the problems the article will solve.This article makes a theoretical and practical research on the hidden force which influences the school education of minorities, using the correspondent theories of ethnology, educational anthropology and sociology of education, with the social spatial theory analyzing instrument. The research tries to study the relation of school structural restrict and the students’ dynamic role based on the large amount of the field research and original research, and makes an educational ethnography analysis of the school education of minorities. Based on this, this article discusses how the hidden force from the country and the school form a controlling force on the students in the minority school, and how the students resist it. With the deep analysis of the hidden force of the school education of minorities, the article puts forward some strategies to solve the problem.This article is made up of eight chapters.The first chapter tells the reason of the research and the problem this article wants to solve. Based on the original documents, the chapter explains the possible creativity of the article, and makes a detailed introduction of the educational ethnography.The second chapter focuses on the social spatial perspective which plays an important role in the article. Meanwhile, it makes a definition of the main concepts of the article, such as hidden force, school education of minorities, school space and the action strategy, making the framework of the article.The third chapter makes a detailed ethnological description of the research spot named Shilong in Duyun located in Qiannan Buyi and Miao Minority Antonomy region, including social life, minority culture and the school education. The school is in certain social field, and it must be influenced by politics, economy and culture inevitably. Therefore, it has to make a respond to the social field and correspond with it. This chapter analyzes the political field, economical field and cultural field which influence the school and points out: the political field full of country power, the economical field working by market economy, the cultural field oriented by main current culture and identity culture, elite educational field working by test have all participated in the running of the school, resulting to the response of the school to the social field.The fourth, fifth and sixth chapter are the main part of the article. The three chapters discuss the usual life in school, the choice, classification, distribution and transfer of school knowledge and the distribution of school benefit respectively, pointing out that the school has influenced the students through a series of controlling and power, which makes a hidden but important role. The fourth chapter is the first mechanism of the hidden force to influence the students. In the school, the hidden force permeates values of main culture to the mind of students through the institutional school life. Furthermore, because of the occupying of students’ time and space, the school breaks the relation between the students and the local community, resulting to the fact that the students are far away from their soil and minority culture. The fifth chapter is the second mechanism of the hidden force to influence the students. By transferring the school knowledge in the public place, the school has fulfilled the mold of the students who accord with the main culture. It brings out the result that the traditional culture and local knowledge have disappeared, with the students becoming the "familiar strangers" of the local community. The sixth chapter is the third mechanism of the hidden force to influence the students. By choosing the students’ cultural capital, the school has separated the center from the edge and finished the function of reproduction. The seventh chapter discusses students’ different strategies to resist the restrict of the country and the school in school space. They don’t accept the role of hidden force passively, they use different strategies to resist it. This article has put forward five strategies students use: contingent strategy, wig strategy, joke strategy, resist strategy and self-elimination strategy.The eighth chapter gives a brief conclusion of the article, and puts forward some suggestions about it: reconstruct the idea of the school education of minorities under the multi-cultural background; achieve the goal of integrating the country education and the local knowledge; develop the school education of minorities oriented by social justice.更多还原