【作者】 赵静雯；

【导师】 董永贵；

【作者基本信息】 郑州大学 ， 教育学原理， 2022， 硕士

【摘要】 教育在社会分层与阶层流动中发挥着重要作用,但由于社会结构和家庭背景的限制,精英大学中的农家子弟比例不高,“寒门难出贵子”“读书无用论”成为了近几年社会热议的话题,并引起了人们对社会阶层固化的诸多讨论和担忧。文化再生产理论认为,学校教育是造成阶层再生产的重要原因,而教师代表着中上阶层的文化,是社会阶层固化的守门人。但尽管如此,我们仍然可以看到每年有不少农家子弟成功进入精英大学,突破阶层的束缚。那么作为学生学业生涯中的重要他人,中国情境下的教师是否真的如文化再生产所说的成为了文化专断的推行者?文化再生产理论在中国的适切性成为了一个亟待回答的理论性和现实性问题。对此,已有研究虽有所回应,但往往多基于学生视角,缺少教师主体的声音。因而,本文通过75名农家子弟的自传社会学分析和20名师生深度访谈,深入探究了农家子弟获得精英大学教育机会中的教师角色以及角色背后的行动逻辑。研究发现在中国情境下的教师并非如文化再生产理论主张的那样沦为了维护阶层固化的工具,而是扮演着拯救农家子弟的“贵人”这一角色,通过打造并肩作战的班风、给予悉心毕力的指导、赋予催人奋进的学习动力、带来如沐春风的师爱、提供丰富多彩的机会五个方面为农家子弟的学业奋斗生涯提供了充分的支持。而这种种的支持行为之所以能够奏效,帮助农家子弟成功进入精英大学,突破阶层了的桎梏,主要是由于教师在一定程度上实现了对农家子弟经济资本、文化资本和社会资本的补偿与激活,缩小了他们与中上阶层子女的差距。同时,本研究通过教师深度访谈进入了教师的内心世界,发现教师之所以有这样的行为表现,主要是基于以下三重行动逻辑:一是道德义务下的良心感。教书育人、献身于教育事业是教师的职责与使命,是从古至今必须履行的道德义务,这使得教师在职业发展过程中产生了不求回报,只求问心无愧的良心感。面对“身陷困境”的农家子弟,他们选择毫无保留地提供力所能及的帮助;二是情感联系下的同理心。出身于劳工阶层的教师并没有像再生产理论所说的那样排斥底层文化,而是表现出了对农家子弟身处劣势的洞察、对农家子弟品性的认同。从这些农家子弟身上,他们看到了自己曾经的影子,深知教育和教师对农家子弟的重要意义,正是这种同理心驱使着他们竭尽全力的“成全”农家子弟想要依靠教育改变命运的信念。三是理性计算下的冲业绩。在成绩为王的考核标准下,教师的薪酬、奖金、职称晋升等都和学生的成绩相挂钩。为了完成KPI,教师呈现出了理性计算思维。这些以听话、好学、勤奋、成绩好为特征的农家子弟刚好迎合了教师对自身“业绩”的计算,教师在学生程度不同以及在精力有限的情况下,优先关注态度端正、更有潜力的农家子弟并尽其所能的去支持他们便成为了自然选择。基于道德义务、情感联系、理性计算的三重行动逻辑,教师运用自己已有的经验和所掌握的信息与资源全力支持农家子弟,有效激活和补偿了农家子弟的家庭资本,使得农家子弟成功进入了精英大学,实现了社会阶层的向上流动。本文对文化再生产理论关于教师代表着中上阶层的文化、是社会阶层固化的守门人等观点进行了反思与批判,通过自传、师生深度访谈等研究方法探究了农家子弟获得精英大学教育机会中的教师角色及其行动逻辑,重新审视了文化再生产理论对于学校教育以及教师角色相关阐释在中国情境下的适用性,一定程度上修正了文化再生产理论,丰富了教师角色的相关研究。对于摆脱教师污名化,看到中国情境下教师在农家子弟学业成功中的重要性有着重要意义。更多还原

【Abstract】 Education plays an important role in social stratification and stratum mobility.However,due to the limitation of social structure and family background,the proportion of rural children in elite universities is not high."It is difficult to produce a rich child from a poor family" and "the theory that it is useless to study" have become hot topics in the society in recent years,and aroused a lot of discussions and concerns about the consolidation of social class.According to the theory of cultural reproduction,school education is an important reason for the reproduction of social strata,and teachers represent the culture of the upper middle class and are the gatekeepers of the solidification of social strata.In spite of this,we can still see many rural children successfully enter elite universities every year,breaking through the bondage of class.As important people in students’ academic life,do teachers in Chinese context really become pushers of cultural arbitrary as cultural reproduction says? The appropriateness of cultural reproduction in China has become a theoretical and realistic question that needs to be answered urgently.Some existing researches have responded to this question,but they are only based on the perspective of students and lack the voice of teachers.Therefore,based on the autobiographical sociological analysis of 75 rural children and in-depth interviews with 20 teachers and students,this paper explores the role of teachers in the elite university education opportunities of rural children and the action logic behind this role.The research finds that teachers in the Chinese context are not reduced to tools to maintain class solidification as the cultural reproduction theory advocates,but play the role of " savior " in the cultural rebellion.Through creating the class style of fighting side by side,giving careful guidance,giving inspiring learning power,bringing teachers love like spring breeze,providing rich and colorful opportunities for rural children’s academic life to provide full support.The main reason why such supportive behaviors can be effective and help rural children to enter elite universities successfully and break the shackles of class is that teachers can compensate and activate the economic capital,cultural capital and social capital of rural children to some extent and narrow the gap between them and the children of middle and upper class.At the same time,this research has entered into the inner world of teachers through in-depth interviews.It is found that the reason why teachers have such behavior is mainly based on the following three logic of action: first,the sense of conscience under moral obligation.It is the duty and mission of teachers to teach and devote themselves to the cause of education,and it is also the moral obligation that teachers have to fulfill since ancient times,which makes teachers have a sense of conscience in the process of professional development without seeking return.In the face of "trapped" peasant children,they choose to provide help within their power without hesitation.The second is empathy under emotional connection.The teachers who were born in the labor class did not reject the bottom culture as the reproduction theory said,but showed their insight into the disadvantage of the peasant children,their identity of the character of the peasant children and their identity of the character of the peasant children.They said that from these rural children,they saw their own shadow and are well aware of the importance of education and teachers to them.It is this kind of empathy that drives them to do their best to "fulfill" the farmers’ children want to rely on education to change the fate of faith.Third,the impact of rational calculation performance.Under the evaluation standard of "performance is king",teachers’ salary,bonus and promotion of professional title are all linked to students’ performance in order to achieve KPI,so that teachers show rational calculation thinking.These rural children,who are obedient,studious,diligent and good at academic performance,just cater to teachers’ calculation of their own "performance".Under the circumstance of different students’ levels and limited energy,teachers give priority to farmers’ children with correct attitude and more potential and try their best to support them.Based on the triple action logic of moral obligation,emotional connection and rational calculation,teachers use their own experience and mastered information and resources to fully support rural children,effectively activate and compensate the family capital of rural children,so that the rural children successfully enter the elite university,realize the upward mobility of social class.This paper reflects and criticizes the views of cultural reproduction theory that teachers represent the culture of the upper middle class and are the gatekeepers of the solidified social class.By means of autobiography,in-depth interviews with teachers and students,and other research methods,this paper explores the role of teachers and their action logic in rural children’s access to elite university education.This paper reexamines the applicability of cultural reproduction theory to school education and the interpretation of teacher role in the Context of China,revises cultural reproduction theory to some extent,and enriches the research on teacher role.It is of great significance to get rid of the stigmatization of teachers and to see the importance of teachers in the academic success of rural children in the Context of China.更多还原