從勞工階級經驗到後現代主義——重探 P. Willis《學做工》之理論生成與演變

From Working Class Experience to Postmodernism: The Theoretical Generation and Evolution of P. Willis’s Learning to Labour

本研究旨在透過歷史脈絡重建與文獻分析，剖析 Paul Willis 的經典著作《學做工》，並釐清其洞見、內在限制與後續延伸。本研究主張，Willis 的《學做工》根植於英國勞工階級意識之歷史形成、戰後工黨發起之中等教育改革與大辯論的歷史脈絡。進一步而言，本研究將區分《學做工》中的研究對象侷限、研究設計限制與文本論述盲點，並追蹤 Willis 在後續著作中如何回應學界的質疑、並逐步轉向後現代消費文化對青年的形塑。承此分析，本研究將聚焦於《學做工》之未竟議題、及 Willis 後期思想應用於當代情境，討論性別議題的再情境化、階級語彙於臺灣菁英教育場域中的流動，以及《學做工》理論在跨文化脈絡下的轉銜與修正。

The paper aims to conduct an analysis of Paul Willis’s Learning to Labour through historical contextualization and textual analysis, clarifying its theoretical insights, theoretical limitations, and subsequent extensions. Firstly, from a historical perspective, the paper argues that Willis’s Learning to Labour is rooted in the historical formation of British working class consciousness, the post-war transformation of the country’s secondary educational system led by the Labour Party and its disillusionment through the Great Debate. Second, the article distinguishes the limitations of the research subjects (the lads), the constraints of research design, and the theoretical blind spots in Willis’s textual discourse. It further traces how Willis responded to scholarly critiques in his subsequent works and gradually shifted toward examining the shaping of youth through postmodern consumer culture. Finally, the study applies the unfinished agenda of Learning to Labour and Willis’s later thought to contemporary contexts, discussing the re-contextualization of gender issues, the circulation of class signifiers within Taiwan’s elite educational field, and the adaptation and revision of Learning to Labour’s theoretical framework in cross-cultural contexts.