如何挖掘处境不利儿童的家庭优势——知识基金理论的视角

How to Tap the Family Strengths of Disadvantaged Children——Perspective of Knowledge Fund Theory

处境不利儿童是一个庞大的群体,包括留守儿童、家庭困难儿童等。他们的教育问题近年来引起了学术界的大量关注。在相关研究中,“缺陷文化”常常成为研究者的理论假设或出发点,并对其结论造成了重要影响。在这一理论假设下,处境不利儿童往往被污名化,如学业成就低下、家庭教养低、个人卫生习惯差。虽然这一研究进路看到了制约处境不利儿童发展的诸多因素,却没有认真审视其文化情境的积极因素。从处境不利儿童抗逆力的研究发现,他们的抗逆力并没有呈现一边倒的趋势,而是呈现出矛盾性,说明他们的生长语境中仍有诸多优势和有利因素,亟待研究者提炼发掘。因此,知识基金理论从积极或优势的视角批判了传统的“文化缺陷”理论,通过构建学校与家庭、社区之间的权力平衡,实现两者之间对话,让教育工作者将儿童拥有的地方知识转化为学校认可的合法知识。在知识基金的理论引导下,研究者通过承认、迁移、转换和激活/调动,将具身于处境不利儿童身上的实践知识转化为具有教育价值的学校知识的一部分,并促使教育机构的全纳性发展和促进其多元话语体系的构建。

Disadvantaged children are a large group in China,including left-behind children and poor children.Their educational problems have attracted a lot of attention from academics in recent years.In related studies,the"culture of disadvantage"has often become the theoretical assumption or starting point for researchers and has an important influence on their conclusions.Under this theoretical assumption,disadvantaged children are often stigmatized as having low academic achievement,low family upbringing,and poor personal hygiene habits.While this research approach sees many factors that are detrimental to the development of disadvantaged children,it fails to take a hard look at the positive elements of their cultural contexts.Research on the resilience of disadvantaged children reveals that their resilience does not tend to be lopsided,but rather ambivalent,suggesting that there are still many strengths and powerful factors in their growth contexts that need to be refined and explored by researchers.Therefore,the knowledge fund theory critiques the traditional"cultural deficit"theory from a positive or advantageous perspective,and allows educators to transform children's local knowledge into legitimate knowledge recognized by schools by establishing a balance of power between schools,families,and communities,and realizing a dialogue between them.Guided by the theory of knowledge fund,the researcher transforms the practical knowledge embodied in disadvantaged children into a part of school knowledge with educational value through recognition,transfer,transformation and activation/mobilization,and contributes to the development of inclusive educational institutions and the construction of their pluralistic discourse systems.