“沉默”还是“对话”?--外来务工人员家庭教育之困

“Silence”or“Dialog”?--Floating Families’Education Dilemma in Towns

沉默是进城务工人员作为家长在家校互动中的自我表征,同时也是其面对学校文化时手足无措的一种身体回应。通过对太原市一所城中村小学两年的田野调查发现,沉默本身具有深刻的本体论意义,与日常生活中自身之“在”息息相关。沉默展示了曰常生活中身体以及延至生命价值的质的规定,成为曰常生活结构中存在本源的本体构成。以日常生活常见形式呈现的沉默现象富含生动的意义。沉默不仅反映了作为家长的外来务工人员在情感表达和理性诉求方面的局限,也衍生出家长参与教育过程爱怨交织的关系结构。沉默与疏离状况的改善,需要在认知层面厘清沉默的意涵,在实践层面建立富有共通感的家校共同体,从而重塑家校关系。

“Silence”is a self-representation among migrant workers in home-school cooperation.At the same time,this is also a natural response for parents to confront school culture.Through 2-year field study in a urban village school,the study found that usilence,?itself has profound ontological significance and is closely related to“being”in everyday life.Silence shows the qualitative prescription of the body and its extension to the value of life,becoming the noumenal composition of the existence of origin in the structure of everyday life.The phenomenon of silence in the common form of everyday life is rich in vivid meaning.“Silence”not only reflects their limitations in emotional expression and rational appeal,but also derives the relationship structure in which parents participate in love and resentment.Their silence and alienation can he changed by clarifying the implication"silence"and building home-school community based on Sensus Communis to reshape the relationship between home and school.