教育与文化再生产的原理探析——文化-生态理论与再生产理论的比较

An Analysis of Principles of Education and Cultural Reproduction:A Comparison of Cultural-ecological Theory and Reproduction Theory

美国人类学家约翰·奥格布通过对美国不同少数族群学生学业表现的归因分析,发现这些族群如何看待他们过去的历史遭遇及现状的认知是这些族群对学校教育做出不同反应并进而影响到他们不同学业成就的原因,由此提出了“文化-生态理论”。法国社会学家皮埃尔·布迪厄通过对法国高等教育的研究,指出教育具有实现阶级关系结构再生产的功能,进一步发展了再生产理论。通过对两种理论的理论本质进行深层次比较发现,二者都涉及一个更为深层次的教育问题,即教育公平。同时,它们之间也存在侧重点、分析视角、研究方法、个体主观能动性的关注等四个方面的差异。因此,分析中国教育公平问题尤其是对民族地区教育公平问题时,应充分考量教育活动参与者的主观能动性;考虑各少数民族文化对教育的影响时,也应重视同一民族(族群)中可能存在的阶层差异因素。

The American anthropologist John U.Ogbu has put forward cultural-ecological theory in the attribution analysis of academic performance of students from different ethnic groups in the United States of America.He pointed out that how these ethnic groups view their past and current status is the reason that these ethnic groups react differently to school education,which in turn affects their different academic achievements.The French sociology master Pierre Bourdieu has further developed the reproduction theory through the study of French higher education.He pointed out that education has the function of reproducing social structure.Both theories involve a deeper level of educational issue,namely education equity.Meanwhile,there are differences in study focus,analysis perspective,study methods,individual subjective initiative and so on between the two theories.By comparing the two theories,we have realized that when we are analyzing the issue of Chinese education equity,especially among different ethnic groups,not only the initiative of participants but also the impact of minority cultures should be fully considered.Meanwhile we should also pay attention to the class stratification that may exist in the same ethnic group.