“教育权利”vs.“大城市病”——流动儿童教育获得的困境探究

“Educational Rights”vs.“Big City Diseases”:Difficulty of Acquisition of Education among Migrant Children

进入21世纪以来,随着"两为主"政策的逐步落实,确保流动儿童在流入地平等地享有教育权利这一目标正在逐步实现。但与此同时,为了消除人口持续集中带来的"大城市病",教育正在逐渐成为近两年特大城市严控人口的政策选择。这种不同政策体系的目标冲突,带来了特大城市流动儿童教育获得中的现实困境。基于2015年11月至2016年6月在北京市进行的针对打工子弟小学和公办小学的流动儿童及家庭的经验性研究,本文旨在对特大城市流动儿童教育获得的影响因素及动态关系,不同政策体系的实际演绎过程,以及教育困境的具体作用机制进行剖析和阐释。研究发现,在存在不同政策体系目标冲突的情况下,地方政府在具体政策实施中进行了趋利避害的理性选择,打工子弟小学的流动儿童由于"人(学)籍分离","钱随人走"政策很难实现;公办小学的流动儿童虽可享受到教育政策福利,但教育机会的获得有诸多限制。这种教育不平等的出现,是国家教育公平政策、国家新型城镇化政策、特大城市可持续发展、个体家庭背景及社会资本在实践中综合作用的结果。

Since the beginning of this century, the goal of ensuring migrant children＇s equal access to the educational rights is gradually realized with the implementation of the ＂double-principle＂ policy. On the other hand, in order to eliminate ＂big city disease＂ brought by the continuing concentration of population, education is becoming a policy alternative to strictly control population size since last two years. The conflict of these different policy systems has brought the dilemma of education problems of migrant children in mega-cities. Based on the empirical study from November 2015 to June 2016 in Beijing where we interviewed migrant children and families in both migrant children＇s primary schools and public primary schools, this article tries to analyze and interpret the influencing factors and dynamic relations of migrant children＇s acquisition of education in large cities, the actual interpretation of different policy systems, and the specific mechanism of educational dilemma. The result shows that, with the presence of different policy system objectives conflict, the local government takes rational policies to draw for profit and avoid disadvantages in policy implementation. The ＂separation of children and school roll＂ makes it hard to realize the goal that migrant children in the primary school for migrant workers＇ children can benefit from the ＂Money Goes with Student＂ policy. In public schools, migrant children can enjoy the benefits of education policy, but there are many restrictions to get enrolled. This emergence of educational inequality is a result of the intertwining practice of national education-fair policy, national new-urbanization policy, sustainable development of mega-city, individual family background, and social capital.