苦学、混日子或放弃：高考改革背景下县中农村高中生的日常学习

近年来,以农村生源为主的县中升学状况不容乐观。许多研究将其归咎于超级中学抢夺县中的优质生源和优秀教师,鲜有研究留意到高考改革背景下农村高中生的日常学习行动。本文借助布迪厄的实践理论分析河南省一所县中农村学生在高考改革后“学”的常规实践：苦学、混日子或放弃。由于家庭文化资源匮乏、学校教学方式僵化,苦学成为农村学生竞逐升学机会的基本途径。然而,随着高考改革越来越强调活学活用,农村学生的苦学成为死读书,很难在高考中脱颖而出。在强烈感知到苦学效用有限时,他们诉诸混日子或弃考。本文指出,扭转县中升学困局有赖于调整农村学生付出学业努力的方式,而改变学校僵化的教学方式至关重要。     

‘There was never really any question of anything else': young people's agency,institutional habitus and the transition to higher education

International research into educational decision-making has been extensive, focusing on the way in which young people and their families assess the different options open to them. However, to what extent can we assume that different groups of young people have equal access to the information needed to make such an assessment? And what role, if any, do schools play in this process? Using in-depth qualitative interviews from two schools with very different student intakes, this paper examines the key influences that shape young people's choices. Decisions about whether to go on to higher education are found to reflect three sets of processes: individual habitus; the institutional habitus of the school, as reflected in the amount and type of guidance provided; and young people's own agency – namely, the conscious process whereby students seek out information on different options and evaluate these alternatives.     

Inheriting or re-structuring habitus/capital? Chinese migrant children in the urban field of cultural reproduction

Abstract

Highlighting the fluid nature of habitus/capital, this paper critiques a ‘rucksack approach’ (Erel, 2010 Erel, U. (2010). Migrating cultural capital: Bourdieu in migration studies. Sociology, 44(4), 642–660. doi:10.1177/0038038510369363[Crossref] , [Google Scholar]) in the Bourdieusian studies of Chinese migrants’ cultural reproduction and social inclusion, which takes a determinism and fatalism standpoint and neglects the re-structuring of the migrant habitus and cultural capital over generations. Semi-structured interviews were conducted in Beijing and Shanghai with 62 teachers, rural migrants and local parents and students. This paper conceptualises an urban field of cultural reproduction, which is marked by the reproduction and validation of urban-specific cultural configurations, including knowledge, skill, language, aesthetic/taste, value and lifestyle. In this field, migrant children have experienced re-structuring of habitus and accumulation of new forms of cultural capital. This is illustrated by their manner of speaking, ways of behaving, self-presentation, and their appreciation of extra-curricular hobbies. A well-integrated relationship between migrant and local children can be identified, which contributes to the production of a generation of ‘new urban citizens’, yet in the meantime reproduces the migrant families’ class status as low-skilled labourers.     

Working‐class boys,educational success and the misrecognition of working‐class culture

This article contributes to the theory of institutional habitus by exploring the differing ways in which the institutional habitus of two schools in Belfast, Northern Ireland mediates the local habitus of working‐class boys. All of the boys in this qualitative case study live in the same disadvantaged working‐class community but attend two different schools, depending on whether they succeeded or failed in an examination at the age of 11 years. It is argued that these schools have different mediating effects on the boys’ common habitus. While most studies of working‐class boys focus on underachievement, and most studies of working‐class success focus on females, this article draws together the strands of success, failure, working‐class boys and locality, and examines the ways in which identity is constructed and reconstructed in response to schooling. Questions are raised about the interpretation and/or misrecognition of working‐class culture in schools and within the wider discourses of society.     

Swedish young people’s after-school extra-curricular activities: attendance,opportunities and consequences

Recent research demonstrates that, along with the family, the peer group and the school environment, extra-curricular activities are important contexts for young people’s educational and social development. This article is the result of a survey conducted with a sample of young people in their last year of compulsory school in Sweden and examines both who has access to the different types of extra-curricular activity and the consequences of their participation in the various programmes. As the results indicate, after controlling for respondents’ class and migrant background, their gender and their health, there are positive and significant associations between participation in certain types of activity (sporting, cultural and religious) on the one hand, and students’ school performance and educational expectations on the other. However, attendance at a less-organised activity (youth recreation centres or fritidsgård) shows a negative association with these outcomes. Furthermore, the results demonstrate that the gender, social class and migrant background of students affect their rate of participation in many of these activities.     

比较教育研究的宏观文化场构想

随着国际一体化逐步延伸到经济合作以外的领域,以国家教育体系为单位的比较传统面临前所未有的挑战,在席明纳基础上构建的比较教育研究的宏观文化场,具有类似布迪厄网络场域综合意义上的逻辑圈层属性,其中的学术实践者的关系即是其间存在着的多重权利结构关系,这些学术实践者所代表着的某一国家、民族区域的各自不同的、且不容代替的历史传统文化资本,同时进入席明纳意义上的“资本”大流通、大循环,这必然产生大创造。     

从习性、场域和资本视角透视新生代农民工文化生活——基于浙江新生代农民工文化生活调查报告分析

随着城市化进程不断加快,新生代农民工群体在经济生活状况有待解决的背景下,这一群体的文化生活日益受到社会关注。从布迪厄的习性、场域和资本理论出发,通过对浙江省新生代农民工文化生活调查报告分析后发现:固有习性的影响、不同场域的对抗以及各类资本的相对缺失是造成这一群体文化生活现状的主要影响因素。企业、政府和社会应从经济、社会和文化资本出发,结合新生代农民工的自身需求,共同改善当前新生代农民工的文化现状。     

Before studying in the humanities,what do students need?

What enables success for students studying in the humanities can be a contested space; dependent not only on the view taken on the content and purpose of specific subjects, but also on the nature of teaching and learning. This paper examines the process of redeveloping an elective unit in a Tertiary Enabling Programme to prepare students for study in undergraduate humanities areas. The research involved consulting with academics from different disciplines in a regional university and analysing their views on what enhances student success. These discussions are reviewed in light of literature on best practice in teaching and learning for foundation and first-year university students, particularly exploring Pierre Bourdieu’s notion of extending ‘cultural capital’ while expanding ‘habitus’ to emerge confidently into the field of academic life. We conclude that fostering students’ awareness of personal perspective on historical and contemporary events, alongside encouraging awareness of the constructed nature of meaning in particular events is central to developing the kind of thinking valued by lecturers in humanities subjects.     

Reproduction and transformation of inequalities in schooling: the transformative potential of the theoretical constructs of Bourdieu

This article is concerned with the theoretical constructs of Bourdieu and their contribution to understanding the reproduction of social and cultural inequalities in schooling. While Bourdieu has been criticised for his reproductive emphasis, this article proposes that there is transformative potential in his theoretical constructs and that these suggest possibilities for schools and teachers to improve the educational outcomes of marginalised students. The article draws together three areas of contribution to this theme of transformation; beginning by characterising habitus as constituted by reproductive and transformative traits and considering the possibilities for the restructuring of students’ habitus. This is followed by a discussion of cultural capital and the way that teachers can draw upon a variety of cultural capitals to act as agents of transformation rather than reproduction. The article concludes by considering the necessity of a transformation of the field to improve the educational outcomes of marginalised students.     

From sociological fictions to social fictions: some Bourdieusian reflections on the concepts of ‘institutional habitus’ and ‘family habitus’

This paper expresses serious reservations regarding the increasingly popular Bourdieu‐inspired notions of ‘institutional habitus’ and ‘family habitus’ in education research. Although sympathetic to the overall theoretical approach and persuaded of the veracity and importance of the empirical findings they are used to illuminate, it argues that, from a Bourdieusian point of view, they actually present several difficulties that threaten not only to overstretch and reduce the explanatory power of the French thinker’s concepts but to stifle analysis of the kinds of struggles and complexities that both he and, somewhat contradictorily, the researchers in question spotlight. Bourdieu had his own ways of making sense of the themes raised, and although there is indeed a need to push him further than he went, to say what he did not and to emphasise what he would not, this has to be guided by consistent logic and not simply pragmatic empiricism.     

影响学生课外体育活动的障碍性因素分析——对珠海市学校课外体育活动的调查研究

课外体育活动作为学校体育的重要组成部分,在开展过程中却受到诸多因素的影响。本文通过对珠海市各级学校课外体育活动开展情况的调查,结合其它地区学校课外体育活动的开展情况,对影响学生课外体育活动的障碍性因素进行分析,为各级学校和相关部门制定政策和相关规章制度提供依据。     

家庭教育共同体的内涵、特征及实践

家庭教育是个体发展的基础,是贯穿于一生的教育,具有不可替代的作用与价值。基于教育社会学视角,家庭教育场域、惯习和家庭文化资本构成家庭教育的要素。家庭教育中的个体在实践活动中,通过家庭教育场域等要素的彼此关联与协同作用,形成家庭教育共同体,并促进家庭教育中个体的成长与发展。家庭教育中的个体在实践活动中与家庭教育场域、惯习、家庭文化资本深度融合,体现体验性、交互性和发展性的特质。创设以孩子为本的家庭教育场域,培育引领示范的惯习,获取优势的家庭文化资本,进一步助推家庭教育共同体的形成。     

Who cares? Gender dynamics in the valuing of extra-curricular activities in higher education

Despite the assertion that higher education is becoming increasingly ‘feminised’ and that male students are the relative losers, gendered meanings continue to permeate higher education in ways that mean that the recognition of women's experiences are frequently marginalised. Our paper reports on research designed to explore student participation in extra-curricular activity from a perspective informed by a broader conceptualisation of the extra-curricular as a site of gendered, raced, and class practices intimately tied to the development of an employable self. We found that women frequently undervalue their participation and are more likely to be dismissive of extra-curricular activity as of value to their employability than men and that they rarely consider caring to be a form of capital which can be utilised or invested in to support their future employment. We argue that higher education institutions need to support students, in particular women, to recognise the value of their participation.     

课外体育在学校中的地位和作用及建设策略

课外体育是学校体育的重要组成部分,在学校体育系统和学校教育系统中占有重要的地位。重审课外体育在学校中的地位,分析课外体育的特点和作用,在开展课外体育活动方面,提出加强校园体育文化建设,丰富学生课外生活,强化学生体育锻炼意识;加强硬件设施建设,改善学生的运动环境;完善体育管理,落实对课外体育的组织和领导。     

How do different types of schools prepare students for life at Cambridge?

Twenty students from different educational backgrounds within the UK were interviewed to investigate how well they considered their secondary school education had prepared them for the educational and social demands of an ‘elite’ university and life within its most traditional colleges. The study asked them how they perceived students from different educational backgrounds and how they thought they were perceived. Entering a traditional Cambridge college was found to be easiest for students from prestigious ‘public schools’ within the private educational sector. State school students were more likely to experience anxiety, and those who adapted successfully were likely to have strong independent learning skills and a robust sense of self-efficacy. The study suggests that students coming from state schools to Cambridge are making a more difficult academic and social transition than students from private schools, for which they are given no special support.