社会失范理论视域下农民工子弟亚文化的内在逻辑——北京市Z农民工子弟学校的田野调查

The Internal Logic of Migrant Children Subculture Under Social Anomie Theory——Based on the Fieldwork in Beijing Z Migrant Children School

农民工子弟亚文化的内在逻辑可从社会失范理论的视角进行探讨。“子弟们”的学校日常,表现为“反学习文化”“小集团文化”和“积分交换文化”。由于社会和学校为学生设定了“成绩优异”的目标,但并未在制度上为其提供实现目标的有效手段,“目标―手段”的结构性断裂导致了个体的紧张感、受挫感和认同危机。“子弟们”通过遵从、应付、抵制、对抗等适应行为缓解压力,形成了独特的群体亚文化。但是,“子弟们”建构的“反压制”符号和意义体系,仅是问题象征性解决的“权宜之计”,是没有主体意识支撑的“片面抵抗”,大多表现为自我挫败型抵抗。在表征层面,该亚文化是学生的“混日子”与教师的“敷衍”之“共谋”;在深层次的“制度―过程―行动”层面,是诸多主客观因素综合作用的结果。

The internal logic of the subculture of migrant children could be discussed by using the theory of social anomie. The external features were “unlearning culture” “clique culture” and “scores exchange culture”.Society and schools had set the goal of “excellent performance” for students, but didn’t provide them with effective means to achieve it in the system, this structural fissure led to individual tension, frustration, and identity crisis. The students alleviated these pressures by constructing adaptive behaviors as obey, palter,resist and reaction, then forming a unique group subculture. However, the symbol and meaning system of “anti-suppression” constructed by students was just the expedient way to solve the problem symbolically. It was a “partial resistance” without the support of the subject consciousness, which was mostly manifested as self-defeating resistance. The subculture is constructed by students’ loitering and teachers’ paltering superficially, while it is the consequence of combined actions of many subjective and objective factors with “system-process-action” perspective.