城市中学对于学生的偏好——功能主义视野下的一个制度民族志研究
Urban Middle School Preference for Student
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摘要: 学校偏好对于教育的筛选机制具有重要影响,功能主义和冲突论分别以科层制和中产阶级假设为分析核心,分别持有一视同仁与中产阶级偏好相对立的解释观点。延循功能主义的科层制视野,对广州市某中学进行的制度民族志研究,有下述发现。首先,学校科层制中的等级制与岗位分工,导致不同岗位工作人员对于学生持有不同偏好,高层管理人员、基层管理人员与专职教师对于学生分别持有特殊主义、平等主义和精英主义的偏好。其次,在当代中国的大城市中,中学教师并不具有中产阶级地位,冲突论的“中产阶级假设”在本土还无法证实,中等偏下的地位促使中学教师较偏向下层阶级的学生。因此,学校偏好更多是制度驱使而非阶层文化影响的结果;开创科层制研究与文化冲突论的韦伯,更倾向于支持功能主义;学校偏好显示出科层制的高效率,但也压抑了教育中多元文化价值的传递。1) 乔那森·特纳著:《社会学理论的结构》(第7版),邱泽奇、张茂元译,北京:华夏出版社,2007年,第34页。2) Stephen Richer, “Middle-Class Bias of Schools——Fact or Fancy?”, Sociology of Education, Vol. 47, No. 4, 1974, pp.523-534.3) Lareau Annette., & Erin McNamara Horvat, “Moments of Social Inclusion and Exclusion: Race, Class, and Cultural Capital in Family-School Relationships.” Sociology of Education, vol. 72, no. 2, 1999, pp. 37-53.4) Dusek Jerome B, “Do Teachers Bias Children’s Learning?”, Review of Educational Research, vol. 45, no. 4, 1975, pp.661-684.5) 亚历克斯·摩尔:《文化资本符号暴力与专制——布迪厄对于制度文化主义的揭露》,见薛晓源、曹荣湘主编:《全球化与文化资本》,北京:社会科学文献出版社,2005年,第277-296页。6) Barclay J. R., W. E. 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