社区亚文化对家长参与模式的塑造——对费城华裔劳工阶层移民社区的田野观察

Modeling of Parental Involvement in Community Subculture:A Field Observation in Chinese Labour Immigrants Community in Philadelphia

促进家长参与是当今教育实践的共识。美国费城贫困社区一所公立学校中华裔劳工阶层移民家长参与的实践,揭示了亚文化在形塑家长参与中的重要角色。当地华裔社区的大家庭网络、对学业的重视等亚文化,可以较好地满足教师要求家长支持学生课业学习的需求,而华裔对"社区"概念的缺乏,使其无法满足学校行政人员对家长参与的需求。时间格局和话语体系对于亚文化而言具有表征性,对于文化资本而言具有操作性,可以解释社区亚文化塑造当地华裔家庭家长参与的机制,并具有在更广泛意义上理解其他形态下的家长参与实践的理论意义。

Promoting parental involvement is the consensus of educational practice.The practice of Chinese labor immigrant parents＇participation in a public school in a poverty community in Philadelphia,USA,reveals the important role of community subculture in shaping parental involvement.The parents in the community share the value of big family culture and high expectation for their children＇s education,which helps them to meet the teachers＇needs on support for students＇academic study.However,the lack of the value of community participation make it difficult for the parents to meet the administration staffs＇requirements on parental involvement.The patterns of social time frame and discourse context are both representational in the community subculture.On one hand,they are the core concepts which are operable for cultural capital and can explain the mechanism of specific community subculture shaping the participation of local Chinese parents.On the other hand,they also have the theoretical significance of understanding parents＇participation in other forms in a broader sense.