为“缄默的群体”发声:儿童同伴文化研究的源起、价值与未来  

Speaking up for the“muted group”:the Origins,Values,and Future of Children’s Peer Cultures Studies

作　　者：林兰[1] LIN Lan(College of Teacher Education,Ningbo University,Ningbo 315211 China)

机构地区：[1]宁波大学教师教育学院,宁波315211

出　　处：《学前教育研究》2023年第11期18-26,共9页Studies in Early Childhood Education

基　　金：国家社科基金教育学“十三五”规划国家一般课题“建国70年来学前教育价值取向的变迁研究”(课题批准号:BHA190139)。

摘　　要：20世纪80年代以来,儿童同伴文化研究在理论建构和田野实践上为儿童及童年研究的发展做出了重要贡献。从认识论上来看,儿童同伴文化研究将儿童看作一个有着权利、身份和人格品质的普遍类别。作为一个固定社会类别的儿童群体,既受到社会结构中其他类别的影响,也反作用于整体社会结构的形成;从方法论上来看,儿童同伴文化研究始终坚守儿童中心主义,从儿童主位的文化观出发,扎根田野开展儿童民族志研究,实现了从成人对儿童的研究向成人和儿童一起研究的重要转变。未来的儿童同伴文化研究应持续从儿童权利的视角关注儿童群体在社会生活中的位置,从文化再生产的视角探究儿童同伴文化内部的结构性不平等问题,从研究伦理的角度对儿童研究过程中隐含的权力关系进行反思。Since the 1980s,Children’s Peer Cultures studies have made significant contributions to the theoretical framework and field practices in the study of children and childhood.Epistemologically,Children’s Peer Cultures studies regard children as a universal category with rights,identity,and personality qualities.As a fixed social category,children as a group are influenced by other categories within the social structure and,in turn,affect the formation of the overall social structure.Methodologically,Children’s Peer Cultures studies steadfastly adhere to childcenteredness,starting from a childcentered cultural perspective,grounding their fieldwork in ethnography of children,and achieving an important shift from studying children solely through the lens of adults to studying both adults and children together.The future of Children’s Peer Cultures studies should continue to focus on the position of children as a social group in society from the perspective of children’s rights.It should also delve into the structural inequalities within Children’s Peer Cultures from a perspective of cultural reproduction and reflect on the implicit power dynamics in the research process from an ethical standpoint.

关 键 词：儿童同伴文化 阐释性再构 儿童民族志 

分 类 号：G610[文化科学—学前教育学]