制度性自我选择与自我放弃的历程──对农民工子弟学校文化的个案研究

The Process of Self-selection and Self-disqualification in an Institutional Context: A Case Study of Culture in Migrant Children Schools

流动儿童尤其是农民工子弟的教育问题是一项重要的社会学议题。近年有学者从反学校文化的视角出发开展了颇有意义的探索，但是这些以探索“子弟们”自主性或能动性为出发点的经验研究，最终均以消解农民工子弟反学校文化的独立性和自主性为基本结论。通过对一所农民工子弟校各个年级学生实际流动的动态考察，本文发现农民工子弟校的反学校文化有一个逐渐生成的过程，即从“制度性自我选择”逐渐过渡到“制度性自我放弃”的演化过程。学校往往包含着制度性自我选择与自我放弃的双重奏，而不是一种单一的文化。本文通过一个具体案例揭示了农民工子弟反学校文化的真实性及其力量，并在现有研究的基础上，对农民工子弟学校文化的社会 意义进行了诠释，以更深入地理解教育一社会再生产的机制。

Education for migrant children， especially children of migrant workers， is an important sociological issue. In the past several years， some scholars explored this issue from an anti-school-culture perspective. However， these empirical studies ultimately counteracted the independence and autonomy of counter-school-culture ， despite their starting point being to explore the autonomy or initiative of migrant children. Through the dynamic observation of student mobility of each grade of a selected migrant children school， the authors argue that formation of anti-school-cultures in migrant children schools is a gradual process， which is characterized by a transition from “institutional self-selection” to “institutional self-disqualification. ” The school contains a duality culture of institutional self-selection and self-disqualification， rather than a single culture. This article reveals the authenticity and its autonomy power of antischool- culture. Based on the existing research， this article interprets the social significance of anti-school-culture to realize a more in-depth understanding of the mechanism of educational-social reproduction.