华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2015, Vol. 33 ›› Issue (1): 38-44.doi: 10.16382/j.cnki.1000-5560.2015.01.006

• 教育理论 • 上一篇    下一篇

学校教育中的支配、洞察与反抗

栗治强   

  1. （河海大学社会学系，南京210098)
  • 出版日期:2015-04-24 发布日期:2015-05-12
  • 基金资助:

    江苏省普通高校研究生科研创新计划项目“成为农民工？——农民工随迁子女职业教育与社会流动研究”（ＣＸＬＸ１２＿０２１８）

Dominant Forms, Insight and Resistance in School Education

 LI  Zhi-Qiang   

  1. Department of Sociology, Hohai University, Nanjing 210098, China
  • Online:2015-04-24 Published:2015-05-12

RichHTML

140

被引次数

3

摘要： 从“什么知识最有价值”到“谁的知识最有价值”，批判的教育研究以意识形态、霸权、符号暴力等概念对学校教育中的支配进行了分析。面对意识形态的霸权效果，从属阶级的学生能够借助父母文化的滋养和霸权内部的矛盾而产生洞察。而因洞察带来的反抗是多种形式的，但其并非从属阶级学生的唯一行动模式，不同动机下的反抗与顺从也值得关注。

关键词: 学校教育, 意识形态, 洞察, 反抗

Abstract: From "what is the most valuable knowledge" to "whose knowledge is the most valuable", critical education researchers tend to use such concepts as ideology, hegemony, symbolic violence to analyze the dominant forms in school education. Students from the subordinate class can obtain insight by drawing on their parents’ culture and contradictions within hegemony. Therefore, the resistance resulting from insight involves a variety of forms, but insight is not the only action mode of the subordinate students, resistance and obedience based on different motives should also be paid attention to.

Key words: school education, ideology, insight, resistance