通过整体论社会学来思考农民工子女就学现象的民族志研究

Rethinking Precarious Childhood through a Holistic Approach:A Durkheimian Ethnography of Chinese Rural Migrant Children's Schooling

在大批农村人口迁入城市,但公立小学在招收外地生源上仍存在种种限制条件的背景下,外来务工人员子女的就学困境成为当下中国的社会焦点问题之一。本文以在上海某城乡接合部展开的民族志调查为基础描述了一所在教育体制缺席的情况下建立起来的民办农民工子女学校,并以三个不同的家庭个案为例分析学业在家庭生活里的具体表现形式。从涂尔干对社会现象的分析出发,笔者试图从不同的面相呈现"就学现象"在儿童生活中的重要性。而本文更深层的目的在于将整体论社会学的分析方式延伸至对"年龄"的分析,以期说明掌控这些儿童的特殊社会组织逻辑与其年龄位置和阶级位置息息相关。

Chinese rural migrant children's schooling has been the object of much attention,in the context of a large scale rural-urban migration and severe limitation in the access to public urban schools for newcomers.Drawing from an ethnographical study of children in a poor district at the margins of Shanghai,the article first presents a private school for migrants taking place in this institutional gap,then goes on to describe the place school takes within families and homes through three case studies. Schooling is a social fact,in a genuine Durkheimian sense,the consequences of which are felt in all the spheres of the children's life. Such a description,in turn,is part of a larger attempt to recast childhood within a holistic theoretical framework,in order to analyze the specific social position of these children in terms of both class and age.