“文化区隔”与底层教育的污名化

Cultural Separation and Stigma of Civilian Education

以布迪厄为代表的文化区隔学派在揭示教育与阶层再生产的对应关系上有很强的解释力,但其建构的概念化、类型化、标签化的养育文化研究容易忽视中国本土社会和家庭结构的变迁以及养育互动的复杂性、多样性和情境性,从而出现了贬抑底层养育文化和教育智慧的倾向。本研究认为,阶层教育学派的研究渐趋变成只有"阶级",没有"教育"的学问;只有"结构",没有"个体"的学问;只有"斗争",没有"融合"的学问;只有"区隔"没有"普遍人性"的学问,亟需新的理论理解和视角突破。

The Thoughts of Cultural Separation represented by Bourdieu has a strong explanatory power in revealing the corresponding relationship between education and class reproduction but the conceptualization and typification of which tends to overlook the complexity, diversity and situationality of local nurturing culture leading to depreciating wisdom of civilian education. The study of nurturing culture have gradually turned into the knowledge of class without education;the knowledge of structure without individuality;the knowledge of struggle without integration;the knowledge of division without universal humanity.