【作者】 邓红；

【导师】 杨建新；

【作者基本信息】 兰州大学 ， 民族学， 2011， 博士

【摘要】 我国是一个统一的多民族国家,民族教育特别是西部农村地区民族教育问题一直受到党和国家的高度重视。经过多年的发展,西部农村民族基础教育取得了显著的成效,为促进民族地区的发展,提高少数民族人口素质做出了极大的贡献。与此同时,我国民族教育研究工作也取得了颇丰的成果,但是已有研究对少数民族儿童学校生活的微观层面关注较少,相对其他领域的研究较为薄弱。本文是关于西部少数民族乡村儿童学校生活现状的一项田野民族志。研究以甘肃省农村少数民族聚居的义务教育学校为研究场域,通过田野考察的方式描述西部少数民族乡村儿童在现代学校中的生活状况,分析现代学校教育对少数民族乡村儿童的文化意义,探讨西部农村民族教育的问题。作为中国最贫困省份之一的甘肃省是西部一个多民族的内陆省份,多民族文化共存是其重要的文化特征。现在定居在甘肃的大多数少数民族传统文化属于宗教性特色的文化,尤以信仰伊斯兰教和藏传佛教的少数民族为主,这两种宗教信仰在少数民族日常生活中占据核心位置。这一民族文化特点决定了少数民族乡村儿童在入学前已经成长为一个“小宗教徒”。随着国家全面普及免费义务教育政策的实施,大部分西部少数民族乡村适龄儿童进入现代学校接受教育。一方面,现代学校通过空间的区隔,将少数民族乡村儿童的学校生活从社会生活中脱离出来,学校空间中国家化的表征符号使少数民族儿童走进学校仿若走进少数民族乡村里的“国家”,学校空间的搭设实际上是将少数民族乡村儿童纳入国家公民体制中的表现；另一方面,现代学校精确的时间设置,使乡村儿童在漫长的学校生活时间中体会现代社会生活的节奏。儿童这种由“熟人社会”向“陌生社会”的时空置换实质是在进行文化的置换,对少数民族乡村儿童来说现代学校是他们面对的第一个规范的现代化场域,这种体现在少数民族乡村儿童个体身上的教育空间转换历程,也折射出乡土社会向所谓的现代社会转变的历程。学校作为一种地处少数民族乡村世界的国家设置,并不是简单的社会存在,而是传递统一的多民族社会主义国家主流文化的场所。在传统文化浓厚的少数民族乡村世界中,学校在主流文化的传承中占据重要的作用。具体而言,学校通过贯彻渗透于日常生活中的统一的国家规范、统一的国家仪式、统一的课程大纲来实现我国义务教育目标。这种统一的现代国家教育模式为少数民族儿童创造了一种现代社会的规训场景和国家在场的空间,将统一多民族国家社会认同的价值观、意识形态、行为准则等传递给不同文化背景的乡村少数民族儿童,使他们体会着作为国家一员的身份认同,享有与不同地区、不同民族的人群共同面对国家的机会。学校空间中国家规范的落实、国家化仪式的执行其实质是对乡村少数民族儿童进行以马克思主义为核心的社会主义文化和以社会主义为核心的爱国主义文化教育,使少数民族儿童的学校生活与乡村以外广阔的社会生活、抽象的国家联系起来,也使儿童在单一民族认同的基础上体会“中华民族”的内涵。这种作用是其对少数民族乡村儿童成长为现代国家合格公民的文化意义。学习课本知识是少数民族乡村儿童在学校中的主要任务,从少数民族乡村儿童学习生活现状来看我国西部农村少数民族地区学校教育中存在着诸多的问题,质量有待提高。以应试为主要目标的学习方式使学校成为一部分儿童寄希望于改变农民身份,实现社会流动的场所。这一精英化、外向型、城市导向的教育目标在实现一部分儿童及家长愿望的同时,也带来了在免费义务教育政策体制下依然存在大量儿童辍学的现象。少数民族乡村儿童的辍学现象不仅发生在被人们普遍关注的女童身上,也是少数民族乡村儿童群体的普遍现象。导致这一现象的关键原因是当前学校教育的目标导向问题。日常生活中的社会性别分工模式、传统的经济方式与外向型的教育导向之间的矛盾是女童辍学的主要原因,同时也是大批学不好、考不出去儿童离开学校的原因。这一问题体现出现代学校与地方本土文化之间的矛盾与博弈。从国家均衡发展,提高民族整体素质的角度看,少数民族乡村儿童辍学率高,受教育水平低,对西部少数民族乡村的可持续发展影响更大。虽然当前学界关于民族教育的策略有两种声音：“离民”和“为民”,但都不能解决实质问题,因此有必要进行深入探讨。本研究对少数民族乡村儿童学校生活描述的价值在于启发人们关注普通人的日常生活,日常生活是文化认同生长的土壤,日常生活决定了人们的行为选择。因此,研究的日常生活视角应该成为人们认识社会的重要策略。更多还原

【Abstract】 As a united multi-ethnic country, China has been paying long-time and high attention on ethnic education, especially those among western rural area. With several years’development, primary education there has gained great success on promoting development in ethnic regions and improving the quality of minority populations. At the same time, research on ethnic education has also gotten rich achievements; however, existing research is lack of micro-examination on the school lives of minority children and other relative problems.This article is a fieldwork ethnography focusing on the current situation of children’s school lives in western ethnic villages. My research chooses the primary education as the research field, and describes children’s living situations in modern schools through fieldwork, and analyzes modern schools’ cultural meaning toward minority children who lives in rural areas, by all which I would investigate the education problems of this region.Gansu is one of the poorest provinces in China and also a multi-ethnic province locates in inner western land, with the co-existence among different ethnic cultures as a significant cultural character. People in this land have created and is still creating the rich regional culture together. Nationalities living in Gansu today inherit a tradition culture which has religious background. People there are mainly believers of Islam and Tibetan Buddhism, which two religions occupy the core place in their believers’daily lives. This ethnic cultural character causes the child in ethnic villages become a "young believer" before he/she entering school.With the promoting of country’s free primary education, children in this area have the chance and obligation to accept the modern school education. On one hand, modern schools, by setting a space isolation, abstract those children from their social environment. Symbols of China nation-state in schools make, when the children entering there, they would feel school equals the "state" in their villages. On the other hand, modern schools set a precise time schedule which could help kids get used to the rhythm of modern society when they finish their long-time school lives. The exchanging between "acquaintance-society" and "stranger-society" these school children would experience is, in substance, a cultural exchange. To the minority children living in rural places, school is the first regular modern field they would face. thus the space exchange experience of school children could also reflect the process that a rural society moves toward to the so called modern society.As an important state-setting in ethnic villages, school is not simple social existence but the very place mainstream culture of this multi-ethnic communism country is delivered. It plays a significant role in inheriting mainstream cultures especially among the ethnic country world which has rich traditional culture. Concretely, it is through carrying out a united state standard, a united state ceremony, and a common discipline that school achieves the goal of primary education. This kind of united modern state education model set the minority children a training scent of modern society and a space where China nation-state exists, by which values, ideologies, and acting principles of a social identity of a united multi-ethnic country could be planted in those children’s minds and then they could also share the identity to be individuals of this country. In substance, the implementation of state standard and ceremony is patriotism education, with the Marxism and socialism as the core, to those children, which could combine the school life with the broad social life and the abstract state concept for children and make them understand the meaning of "China nation" on the basis of a single nation identity. This is a cultural meaning that minority children in rural areas could grow up to citizens in a modern state.Learning the knowledge in textbook is the main task those children should bear, however, from the analysis on their current school lives there are still many problems should be deal with and the education quality still need to be improved. With passing the examinations as the final goal, school has become the place where part of those children hope to change their peasant identity and achieve social mobility. This kind of education characterized by elitism, extroverted type, and urban-directed could satisfy some children and their parents’wishes however at the same time causes the phenomenon that there is still large amount of drop-outs although primary education is free now. Dropping out from schools is not merely happening on girls, which has drawn a lot of attentions, but a common phenomenon to all minority children living in rural places. The key to this problem is the goal setting by the schools nowadays. The conflicts among the division of labor by gender, traditional economic style and the extroverted type of education are not only the main reasons that girls choose to drop out from schools but also could explain why many children who could not do well in study and thus could not go out would leave schools. This problem reflects the conflicts and bargains between modern schools and regional cultures. From the view of balance development and to enhance the overall nation quality, the high percentage of drop-out, low level of education harm more to the sustainable development of western ethnic villages. Although there are two voices about ethnic education strategy:"absent from people" and "for people", but neither could solve the problem. That’s why this topic needs further discussion.The value of describing the daily school life of minority children in this research is to inspire more attentions to normal people’s daily lives, as daily life is where cultural identity grows and could decide people’s choice. Thus, research on daily life should be an important strategy people know the society.更多还原