摘要
教育再生产理论用社会结构因素解释阶层分化,家庭教养实践理论用个体行动因素解释阶层流动,吉登斯的结构化理论为弥合以上结构与行动的二元对立提供了新视角。本文以一流大学中工农家庭学生为分析个案,指出工农家庭通过优先投入子女教育、灵活调整教养方式和积极营造家庭共同体,有效“对接”了国家提供的普惠教育资源和基本民生保障制度,实现了具有中国特色的教育流动和跨越式教育发展。本文启示,家与国的有效对接是实现教育公平和普惠发展的重要社会基础,数字时代的教育工作应更关注国家教育数字化战略与家庭数字素养提升的高水平“对接”。
Theories of educational reproduction explain class differentiation through social structural factors,while theories of family parenting practices explain class mobility through individual agency.Giddens'structuration theory offers a new perspective to bridge this structure-agency duality.Analyzing the life histories of students from working-class and rural families at elite universities,this study reveals that these families effectively achieve distinctively educational mobility and leapfrog educational development through prioritizing investment in their children's education,flexibly adapting parenting approaches,and actively fostering a family community.Crucially,they successfully“couple”with state-provided inclusive educational resources and fundamental social welfare systems.These findings demonstrate that effective family-state coupling constitutes a vital social foundation for achieving educational equity and inclusive development.Educational efforts in the digital era must strive for a high-level“coupling”between national strategies for educational digitalization and the enhancement of family digital literacy under new conditions.
出处
《社会发展研究》
北大核心
2025年第3期71-93,M0004,M0005,共25页
Journal of Social Development
基金
天津师范大学本科教学改革研究项目“融合·赋能·创新——数字时代‘社会研究方法’教学模式改革与研究”(项目编号:JG01224009,主持人:李晓菁)的研究成果。
