边界、身份与持久的教育不平等

Boundary%2CIdentity and Lasting Inequality in Education

当今社会，教育改变命运的功能愈加显著，而不平等的教育边界的存在则使教育的这一功能成为社会对部分人的偏爱。教育边界的产生源于先赋性的教育制度安排与后致性的社会分类的共谋，而自我的类别化、群体排斥以及不平等边界的正当化机制则使已生成的边界获得进一步强化，从而使教育不平等的基础从对教育权益占有的外在显性表现，转向了以身份为标记的内在的、隐性的深层根源。被标签化了的身份的错误建构使教育不平等成为完全而持久的教育不平等。对不平等边界的消除企图通过身份模式以根除社会偏见得以实现是表面的，也是天真的，而基于地位模式的参与平等理念则为教育平等的实现带来了曙光。

While the function that education change people s lives becomes more noticeable at present， the existence of the unequal educational boundary makes this function enjoyed only by part of people in the society. Educational boundary has its root in inborn institutional arrangement of education and acquired social classification. The self-classification， community exclusion and the justified mechanism of the unequal boundary have enhanced the existent boundary， because of which the base of the educational inequality has shifted from the external overt occupation of educational benefit to the deep root which is marked by the internal covert identity. The misconstruction of this labeled identity bring s about the lasting and complete educational inequality. It is superficial and naïve to eliminate the unequal boundary by using identity pattern to remove social prejudice. But the idea of equal participation based on status pattern brings hope to educational equality.