摘要
目前,我国以公办学校为主接收农民工随迁子女入学的格局已经基本形成,农民工随迁子女获得了进入城市公立学校就读的机会,但教育机会的初步获得并不等于教育公平的完全实现。事实上,农民工随迁子女在校融入的过程中普遍存在着行为、心理与自我认同等方面的困境。从福柯"权力分析"理论的视角分析,其原因在于随迁子女的社会阶层制约其身体的投资方式;城乡文化差异导致的城市文化霸权形成了群体阻隔效应;差别明显的社会二元结构对随迁子女的自我认同产生了抑制作用。因此,需要相关部门在农民工市民化政策的推动下完善城镇化进程中的配套制度;倡导城乡文化平等观念,共建城乡一体化的学校文化;借助教育逐步扩展随迁子女的发展空间,以保障义务教育阶段农村儿童的发展权利,促进教育与社会的公平。
The pattern that most rural migrant workers＂ children have been admitted by public schools in the city has, by large, taken shape in China at present. However, ＂to be admitted＂ is not equal to the realization of the education equality. Actually, these children are faced with difficulties in integrating into the schools, especially in terms of behaviors, psychology and serf-identity. From the perspective of Michel Foucault＇s ＂power analysis＇, we may conclude that social strata of the children restricts their body investment, the city cultural hegemony caused by the cultural differences between the city and the rural leads to difficulties in cultural identity, and that the dualistic society demeans the children as marginalized in the school unwittingly. Therefore, with the promotion of policies on strengthening civilian identity of migrated workers, complementary laws in urbanization process, which aim at encouraging the equality of urban and rural cultures and realizing the social mobility gradually through schooling, should be further perfected in order to protect the rights of all children during the compulsive education stage and promote the equality of education and even society.
出处
《教育发展研究》
CSSCI
北大核心
2014年第6期11-17,共7页
Research in Educational Development
关键词
农民工随迁子女
在校融入
身份认同
权力分析
migrant children, school integration, identity, Foucauh, power analysis
