解读儿童——教育人类学田野工作方法对儿童研究的启示  

Interpreting Children:Applying Fieldwork Methodology in Educational Anthropology to the Study of Children

作　　者：刘谦[1] 王正阳 Liu Qian;Wang Zhengyang(the Research Center for Sociological Theories and Methods(Key Research Institute in University),Renmin University of China;the School of Sociology and Population,Renmin University of China,Beijing 100872)

机构地区：[1]教育部人文社会科学重点研究基地中国人民大学社会学理论与方法研究中心 [2]中国人民大学社会与人口学院,北京100872

出　　处：《教育研究》2022年第7期152-159,共8页Educational Research

摘　　要：童年是一种社会现象。尽管儿童与成人的差别具有恒常性,但儿童世界与成人世界之间的关联却经历了遮蔽、凸显、在趋同中显现的历史性演变。在教育人类学视野下,将儿童视为“他者”,借助田野工作方法,实现对儿童的凝视。通过观察、记录与反思,以“深描”的笔触,追求主位与客位的互动与转换,对儿童的文化意义结构和层级系统提出解读。教育人类学的田野工作方法为研究者与实践者凝视儿童真实的生活样貌并给以生动描述和抽象解读提供了认识论与方法论基础。在此过程中,研究者努力实现对儿童世界与成人世界关联性的转译,搭建不同生命阶段共享的本真性,从而探究以主流价值观实现对未来社会公民给以积极引导的可能性与路径。Childhood is a social phenomenon. Although children and adults are constantly different,the association between them went through three historical periods:Children were hidden behind adults;then they stood out;finally they tended to be similar to adults but kept their own images. From the perspective of educational anthropology,children are regarded as cultural "otherness" and get gazed in the fieldwork research. Children’s culture will be interpreted by means of observing,recording,questioning,giving a "thick description," and shifting between emic and etic perspectives. In this process,researchers try to interpret the relevance of the world of children to that of adults,and build the authenticity shared by different life stages,thus exploring the possibilities of civilizing children with mainstream values.

关 键 词：儿童 人类学 田野工作方法 他者 

分 类 号：G610[文化科学—学前教育学]