流动文化与教育塑造:对城市随迁子女学校教育状况的人类学研究

FLOATING CULTURE AND EDUCATIONAL FORMATION:AN ANTHROPOLOGICAL STUDY TO SCHOOL EDUCATION OF MIGRANT CHILDREN

基于对城市常住外来务工人员随迁子女的学校教育状况的田野观察,本文试图深描以"流动文化"为核心的家庭生活体验,这一内心体验与学校教育所传递的城市文化风貌发生对撞,并带来隐性的文化疏离、无奈甚至抵触。这一文化体验对随迁子女的成长及城市生活的融入显然不利,甚至会埋下隐患。本研究认为探索随迁子女城市融入路径的问题,有必要专门留意文化实践者的内在体验及其与外部环境的互动过程,在政策实施环节着力设计更为有效的促进融入的策略,其中,保证随迁子女的底线发展尤为必要。

Based on the field investigation on school education of resident migrant children in cities, this paper attempts to reveal their ＂floating culture-centered＂ family life experiences that this inward experiences collides with the cultural style and features transmitting by school education in cities and brings recessive cultural alienation, helpless and even conflicts through the mean of thick description. It holds that it is necessary to pay attentions to the interactive process between the inward experiences of cultural practitioners and the outer environment in exploring pathways to integrate into urban life of migrant children. In the light of policy implementation, it is especially need- ed to devise tactics for more effective integration, among which the fundamental development of migrant children is particularly needed to be guaranteed.