与学校文化的“游戏”:“反学校文化”的情境化阐释——基于K中学的个案研究  

“Game”with School Culture:Contextual Interpretation of“Counter-School Culture”Based on the Case Study of K Middle School

作　　者：方程煜 FANG Cheng-yu(Graduate School of Education,Peking University,Beijing,100871,China)

机构地区：[1]北京大学教育学院,北京100871

出　　处：《基础教育》2021年第3期39-52,共14页Journal of Schooling Studies

基　　金：国家自然科学基金项目《乡村振兴背景下县级高中教育质量研究:评价体系、影响因素和提升策略》(项目编号:72074012)。

摘　　要：“反学校文化”是教育社会学研究中抵制理论的经典概念。本研究通过对K中学某初一班级的个案考察指出,在我国学校教育的语境下,“反学校文化”并不必然全然地产生抵抗行为,而可能表现出与学校文化的“游戏”状态,这种状态下的个人包含了具体的角色形态:把握班级管理的现实需要而成为“告密者”,在小团体中引起争端的尊严的捍卫者;关注自我标签的管理的“表演者”。对这些状态的理解,需要结合学生主体所处的社会情境、同辈关系、家庭背景进行情境化的阐释,这有助于进一步辨析“反学校文化”概念在我国本土语境中更具体的内容和层次。“Counter-school culture”is a classic concept of resistance theory in educational sociology research.This study points out through a case study of a K middle school first grade class that in the context of school education in our country,counter-school culture does not necessarily produce resistance behaviors entirely,but may show a“game”state with school culture.Individuals in this state contain specific role forms:grasping the reality of class management and becoming a“whistleblower”,the defenders of the dignity that causing disputes in the small unity;a“performer”concerned with self-labeling management.The understanding of these states requires contextual interpretation based on the social context,peer relationship,and family background of the student,which is helpful to further analyze the more specific content and level of the concept of counter-school culture in the local context of our country.

关 键 词：“反学校文化” 情境化 “游戏” 本土化 

分 类 号：G40[文化科学—教育学原理]