摘要
已有关于中职学校文化的研究多关注宏观的现实结果和政策建议,缺少对具体中职学校文化建构的微观考察。通过对L县M中等职业学校教师的深度访谈及其日常工作和生活、师生互动、学校活动等的观察发现,中职学校文化中内含着监管、激情、拯救等突出特征,学校的文化建设主要体现在对学生感官、身体和情感的多重训练,包括一些介入日常生活的细密管理与规训、不断调动和激活励志情绪的各类活动,以及试图打破对中职学生的刻板印象,而以拯救为话语的教育正义的言说。这些特征的形成围绕着亲子、师生、管理者与被管理者、学校与地方等多重关系展开了多重叙事,其包括与企业文化相匹配的奋斗叙事、以对抗命运为指针的逆袭叙事、深耕底层群体的关爱叙事。中职学校文化建构所要对抗的不仅是外部偏见,还应审慎对待自身借用这种偏见展开的教育活动在学生成长中可能埋下的深远隐痛。
The existing studies on the culture of secondary vocational schools mostly focus on the macro-realistic results and policy recommendations,but lack the micro-inspection of the construction of specific secondary vocational school culture.Through indepth interviews with teachers and participant observation of their daily work and life,teacher-student interaction,school activities in M secondary vocational school in L county,it is found that the school culture of secondary vocational education contains prominent characteristics of supervision,passion and salvation,especially based on the problematic understanding of the enrolled students,the school presents multiple sensory,physical and emotional training in cultural construction,which is specifically manifested in the detailed management and discipline of daily life,and the school activities that constantly mobilize and activate inspirational emotions,as well as the rhetoric of educational justice with salvation as the discourse that tries to break the stereotypes of secondary vocational students.The formation of these characteristics revolves around the multiple relationships between parents and children,teachers and students,managers and subordinates,school and local and unfolds multiple narratives.It includes the struggle narratives that match corporate culture,counterattack narratives that are guided by confronting fate and the caring narrative with deep cultivation of the bottom group.What the cultural construction of secondary vocational schools must confront is not only external prejudice,but also the profound and hidden pain that may be buried in the growth of students in educational activities carried out by borrowing this prejudice.
作者
方程煜
Fang Chengyu(Graduate School of Education of Peking University,Beijing 100871)
出处
《职业技术教育》
北大核心
2021年第19期6-14,共9页
Vocational and Technical Education
关键词
中等职业学校
文化建构
多重叙事
secondary vocational schools
culture construction
multiple narratives
