【作者】 王蕾；

【导师】 王富文（Nicholas Tapp）； 黄剑波；

【作者基本信息】 华东师范大学 ， 人类学， 2019， 博士

【摘要】 阈限是两段交替性体验之间的过渡期,这个过渡期可以是短暂的,也可以是永久的。特纳(Victor Turner)的阈限理论是一个操作性较强的理论范式,常常被用来解释特别是“短周期”中的身份转换与社会冲突。当阈限的解释范围从仪式领域拓宽到仪式化领域,当阈限的研究背景从前工业时代转换到后工业时代,我们在用特纳的理论模型去分析个体或集体日常性普适性的“长周期”阈限中的交感的、模糊的、焦虑的、模凌两可的状态时,会遇到两个难题:一是,陷入在阈限中疲于找“结构与反结构”、找“冲突”的困境;二是,维持长周期阈限的力量呈现出复杂性与多元性趋势。中国民办国际学校里存在着这样的一群留学预备群体,他们憧憬高中毕业后考取“藤校”,戏称自己在“爬藤”。“爬藤”是中国民办国际学校普遍存在的日常隐喻,是一项具有阈限形态的跨文化语境中的预备教育实践。“爬藤”研究回馈于阈限理论之处,既在于对“阈限”这一经典理论的生命力思考,也在于通过对仪式化的跨文化的长周期“成人”阈限的分析,对“阈限”理论进行补充与完善,跳出“结构与反结构”的二元思考范式,试图探讨维持长周期阈限状态的两种重要力量——景观与想象。本文以上海S民办国际学校的“爬藤”群体为研究对象,通过“在哪爬”、“谁在爬”、“怎么爬”三部分的论述,在对“爬藤”文化进行深描的基础上,揭示了“爬藤”阈限中支撑“阈限者”渡过长周期阈限阶段的两种重要力量——教育景观与教育想象。教育景观是文化流动的载体,映射了“爬藤”文化背后的人口流动、科技分享、资本转移、意识形态传播等等。教育景观是构成教育想象的基石。想象为“爬藤”实践提供方向与驱动力,同时也会刺激教育景观的生产。教育想象与教育景观共同构成了维持长周期“爬藤”阈限的重要力量。更多还原

【Abstract】 Liminality is a kind of rites of passage which accompany every change of place,state,social position and age.Victor Turner’s liminality theory is a practical paradigm,and is often used to explain identity transformations and social conflicts especially in the "short period".After expanding ritual with ritualization,and changing the research background from former industrial era to post-industrial era,we will encounter two difficulties when using Turner’s theoretical model to analyze the individual or group"long period" liminality in daily life.For one thing,we will be lost in finding“structure and anti-structure","conflict".For another,the power of maintaining liminality presents complexity and diversity.There is a group of Chinese students who are preparing studying abroad in China’s international private schools.They are looking forward to entering "Lvy League",and calls themselves in "Pateng"(“爬藤”)."Pateng" is the common metaphor in China’s international private schools,and is the liminality of cross-cultural context in the form of the preparatory educational ritualization practice."Pateng" research is an example to prove the vitality of liminality theory.Moreover as a long period cross-cultural adulting liminality,it is an excelent way about further deep understanding of the rites of passage,jumping out the binary paradigm of“structure and anti-structure",trying to explore two important powers of maintaining long period liminality,landscape and imagination.Selecting "Pateng" group of Shanghai S international private school,including three chapters WHERE,WHO,and HOW,this paper is a deep description of "Pateng" culture,and revealing two important powers crossing the "Pateng" liminality state,education landscape and education imagination are.Educational landscape is the carrier of flowing culture,mapping immigration,science and technology sharing,capital transferring,ideology spreading,and so on.Educational landscape is constitutes of educational imagination.Imagination supports "Pateng" practice,and stimulates the production of educational landscape.Educational thought and educational landscape constitute the important power maintaining in the long period "Pateng" liminality.更多还原