教育精准扶贫实践偏离的运作逻辑及其启示——以S村留守儿童教育为个案的研究  

The Operation Logic of the Practice Deviation of Targeted Poverty Alleviation in Education and Its Enlightenment:A Case Study of Left-behind Children Education in S Village

作　　者：施磊磊[1] SHI Leilei(Department of Sociology,Hohai University,Nanjing 211100,China)

机构地区：[1]河海大学社会学系,南京211100

出　　处：《重庆高教研究》2020年第3期11-24,共14页Chongqing Higher Education Research

基　　金：教育部人文社会科学研究青年基金项目“转型期新生代农民工闪婚现象研究”(15YJC840025)。

摘　　要：教育精准扶贫中政策实践与政策目标之间的背离是一个需要重视的问题。通过个案研究,借用马克思的主体性概念,构建起系统性的分析框架。以国家级贫困县下辖的S村留守儿童教育为个案,探讨作为贫困治理重要参与者的家庭、学校、社会组织、基层政府的行为策略对扶贫实践偏离的影响。研究发现,家庭维度的“惯习排斥”机制、学校维度的“资源弱积累”机制、社会维度的“资源限制”机制、政府维度的“形式治理”机制是导致教育扶贫实践偏离的重要原因。对教育精准扶贫实践偏离机制的解释和认知的深化,可以为现代教育治理提供借鉴。The deviation between the policy practice and policy objectives is a problem to be paid attention to.Through the case study,using the concept of Marx’s subjectivity,a systematic analysis framework was constructed;taking the education of left behind children in S village under the jurisdiction of national poverty-stricken counties as a case,the influence of behavior strategies of families,schools,social organizations and grass-roots governments as important participants in poverty governance on the deviation of poverty alleviation practice was discussed.The study found that the mechanism of“habitus exclusion”in the family dimension,the mechanism of“weak accumulation of resources”in the school dimension,the mechanism of“resource restriction”in the social dimension and the mechanism of“formal governance”in the government dimension are the important reasons for the deviation of poverty alleviation practice in education.The explanation and cognition of the deviation mechanism in the practice of education targeted poverty alleviation can provide references for the modern education governance.

关 键 词：教育精准扶贫 参与主体 主体性缺失 实践偏离 留守儿童教育 

分 类 号：G646[文化科学—高等教育学]