再造“文化贫乏儿童”——美国“贫困文化”话语的历史实践及其悖论

郑蕾

再造“文化贫乏儿童”——美国“贫困文化”话语的历史实践及其悖论

郑蕾

北京大学教育学院，北京 100871

详细信息

作者简介:
郑蕾，女，浙江杭州人，北京大学教育学院助理教授，博士，主要研究方向为课程文化政治学，电子邮箱: lzheng@gse.pku.edu.cn

中图分类号: G40-02; G510
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- 被引次数: 0
出版历程
- 收稿日期: 2023-06-05
- 网络出版日期: 2023-11-06
- 刊出日期: 2023-09-25

Constructing the "Culturally Deprived Children": Histories and Politics of the "Culture of Poverty" during the US War on Poverty

ZHENG Lei

The Graduate School of Education, Peking University, Beijing 100871, China

摘要

摘要: 贫困文化理论在今天的教育研究中常被用以解释贫困家庭的文化和教育水平如何导致了其经济条件的代际传递。此理论作为一种“贫困知识”产生于二十世纪中叶的美国反贫困计划。以批判性贫困研究的理论视角回顾这一计划对贫困儿童的大规模教育干预，厘清有关“贫困文化”和“文化贫乏儿童”的知识如何被美国社会心理学实验和人类学田野研究所发明，继而被美国联邦政府用作反贫困战争的理论基础，进而被教育研究者和管理者转译为干预辍学儿童的课程和教师教育项目——这些项目成为美国二十世纪六十年代课程教学改革中影响深远却不被关注的潜流。基于“贫困文化”的教育干预最终与标准化考试相结合，以机会公平之名对学生进行事实上的分流，加重而非消除了贫困学生的被剥夺感和社会共同体内部的割裂。
- 美国反贫困战争 /
- 贫困文化 /
- 辍学干预 /
- 文化贫乏儿童 /
- 补偿性教育
Abstract: The culture of poverty theory is often used in today's educational research to explain how the culture and education of poor families lead to the intergenerational transmission of their economic conditions. This theoretical discourse emerged as a kind of "poverty knowledge" in the United States War on Poverty project during the mid-twentieth century. By tracing the large-scale educational interventions for poor children as the main part of this project from the theoretical perspective of critical poverty studies, this article examines how the knowledge about the "culture of poverty" was invented by American social psychological experiments and anthropological field research, and then adopted by the US federal government as the theoretical basis for the War on Poverty, and also translated by education researchers and administrators into three kinds of assumptions about the "culturally deprived children". The curriculum and teacher education programs that took up these assumptions to intervene in the dropout students became a far-reaching but unnoticed undercurrent in the curriculum reform of the 1960s. Such dropout interventions were eventually combined with standardized tests to create a de facto triage of students in the name of equal opportunity, which exacerbated rather than eliminated the sense of deprivation of poor students and the fragmentation within society.
- The US War on Poverty /
- Culture of poverty /
- Dropout intervention /
- Culturally deprived children /
- Complementary education

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