座次、身份认同与职业选择——中国西部底层乡校再生产的日常研究

Seating Arrangement,Self-identification and Career Choice——The Daily Research on the Reproduction of Rural Schools in Western China

在中国西部地区的某偏远农村学校——四川芥县云乡学校中,教室内的座位安排并不是随意的:八年级以"榜样塑造"为目标,按照"中心-边缘"规则进行座次编排;九年级依据毕业升学预期能力和职业选择倾向,进行"前排-后排"相区隔的"功能分区型"座次编排。个体在教室场域中不断确证自我的身份认同、形成不同的学习体验、趋向不同的群体聚合、内化不同的行为塑造,进而达成学校对不同学生职业选择的主体性分流和机制性筛选。通过座次的筛选与分流,事实上提早将教育轨道内部的筛选与个体身份认同、职业选择相互勾连,从而使隐藏在底层学校中的教育再生产逻辑得以展开。

This article investigates the spatial political art of arranging seats performed by 8th and 9th grade homeroom teachers who serve as managers of schools at Yunxiang. It reveals the micro se- crets of the reproduction of the lower social strata through schools： the ＂central-marginal＂ seating ar- rangement in 8th grade is oriented towards ＂creating role models＂, while the ＂front-end＂ arrangement in 9th grade aims at ＂functional differentiation＂. These arrangements lead individuals to continuous test their identities, form different learning experiences, move towards different groupings, and internalize different behavioral models. Thus, schools selectively channel students to different vocational tracks.