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联系实际对教育不平等现象的进行社会学分析。

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正确答案:

一、对制度化教育的批判

教育通常被认为是能够促进社会平等的手段。但是美籍奥地利学者伊凡?伊利奇则质疑了这种常识性观点。在题为《去学校化的社会》一书中,伊里奇对学校教育进行了激烈的批判。

1、学校正在为各种受压抑的、互相隔阂的和失去人性的社会服务,其实质是维护现存秩序的社会工具;2、在学校中,学习和教育都是强迫性的,它要求达到一定年龄的儿童在教师的监管

下整天学习强制性的课程,是“没有快乐的机构”;3、除常规的知识传授之外,学校还在传授着一些“隐形的课程”,即一种价值观的

宣讲——只有通过学校教育才能为每个人成长为社会人作准备,学校中不传授的东西几乎没有什么价值,校外学到的东西是无价值的;

4、只有发动一场“去学校化”的变革,使教与学重新具有个人责任感,才能回归学习与教育本来的意义。

二、教育与文化资本

现实生活中可以观察到一类现象,接受同样的教育,但取得的学习(学术)成就却可能因人而异。法国社会学家布迪厄从文化资本的再生产角度加以批驳,并着重分析了这一事实,即为什么来自社会下层的思维方式更容易在正式的学校环境中遭遇排斥。

1、不同的社会阶层拥有不同的思维方式、表达习惯与文化资本。在早期的社会化过程中,儿童在家庭内部获得这些特征。

2、较低阶层的孩子们所表现出来的谈吐风格与品味往往与体现着社会主流价值观的

学校环境格格不入,因此在学习的过程中表现出更多适应性困难,缺乏自我提高的动力。

3、中产阶层的孩子所拥有的文化资本与思维习惯与学校要求更为协调,因此更适应学校的生活,并更容易取得学业成功。

三、劳工阶层子弟的“亚文化”

与“对制度化教育的批判”类似,“劳工阶层子弟的‘亚文化’”分析思路同样出现于当时西方教育制度弊病迭出的背景下。社会学家保罗?威利斯根据在英国伯明翰的实地调查,提出了有关亚文化再生产机制的讨论,即劳工阶层的子女是如何再次成为劳工的。

1、劳工阶层的孩子们并非一定存在较低的职业预期与自我能力认知,即心甘情愿地成为社会的下层。

2、他们在自己的生活领域中,通常拥有不错的实际生存能力。

3、由劳工子弟组成的男生群体(“哥们儿”)拥有自己的亚文化。他们不仅充分理解主流教育对于个体塑造的诉求,而且还能够与制度对抗(例如,在对学校体制的斗争过程中,他们能够发现声称具有权威的教师的弱点,并从中获得乐趣)。

4、在毕业后的就业过程中,劳工子弟们也不认同学校代表的主流社会价值,而是欣赏蓝领文化,并选择其作求职意向。

5、他们在成年后可能会意识到教育对于社会阶层流动的意义,并开始教导下一代接受主流教育观念,但其子女仍有可能继续父辈的生活轨迹。

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