随迁子女三种典型社会融合状态——城市优越感、乡土文明、强势政策话语的场景展现

Three Types of Social Integration Status among Children of Migrant Workers: Superiority of City Residents,Co-Existence of Urban Civilization and Local Civilization,Powerful Social Policy

本文在北京市C区开展的问卷调查和田野工作的基础上,描述了不同类型学校随迁子女在当下社会融合问题上的不同状态:不同社会经济状况的随迁子女可及的教育资源、学校类型不同。问卷调查数据显示文化资本和社会资本相对薄弱的随迁子女更多地集中在民办学校和自办学校就学。田野工作进一步发现,公立学校中的随迁子女的社会融合遭遇的突出问题是学校"气场"中暗含着城市优越感与乡村边缘感的对峙;民办学校中的随迁子女则更多经历着城市文明与乡土文明的并置;对于自办学校而言,更极端地显示出强势的政策话语与微弱的民声之间的对比。关注中国进城务工人员及其随迁子女的社会融合现象,应当摆脱对随迁子女群体的刻板印象,修正美国社会融合理论基于族群及原生文化差异的理论出发点,聚焦不同亚群体所面临的具有中国国情特点的文化、制度层面的差异。

Based on the questionnaire and field work in Area C in Beijing,this research reveals that children of migrant workers with various economic status are addressed to different types of school. Children with low social status are most likely to be assigned to the none-state schools and illegal private schools,rather than public schools. The field work also shows that in public schools,migrant children encounter the superiority of city residents,even if they can be covered by public education equally with urban children. In non-state schools,the migrant children there face co-existence of urban civilization and local civilization. For migrant children in illegal schools,it is hard to respond to the powerful social policy with their limited social and economic capital. This indicates that there are subgroups of migrants workers and their children in China. Stereotypes should be avoided and different social status and integration process of different subgroups should be addressed within China's particular contexts of culture and policy.