The Geographies of Education and Relationships in a Multicultural City
The Geographies of Education and Relationships in a Multicultural City
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多元文化城市中的教育地理和关系
DOI：
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发表时间：
2010
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通讯作者：
Nihad Bunar
中科院分区：
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作者：
Nihad Bunar
考虑到在制度和经济上有机会选择这座城市的任何一所学校--公立或私立/独立学校--我们如何理解学生选择留在表现不佳、高度贫困、声誉不佳的学校？根据对斯德哥尔摩和马尔默两所城市学校的53名学生的采访，以及关于社区话语和选择自由政策的次要文献和理论观点，我认为，如果我们只考虑在教育准市场中交换的教学商品的价值，我们永远不会理解为什么学生选择留下来。分析的目光应该包含对当地社区和学校的社会学观点，包括与学校选择有关的个人战略以及关系、分类和污名化的力量。因此，我得出的结论是，留下来的决定既不是信息、交通成本和时间的不足，也不是一些模糊的文化-宗教动机。主要的诱因可以从年轻人形成的社区和学校话语的不同方面之间正在进行的谈判中找到，根据这些谈判，失去网络和安全感并成为局外人以换取进入瑞典中产阶级学校的机会暂时被认为是不公平的交易。
Given the institutional and financial opportunity to choose any school — public or private/independent — in the city, how are we to understand students choosing to stay in their low-performing, high-poverty schools with bad reputations? Drawing on interviews with 53 students from two urban schools in Stockholm and Malmö, as well as on the secondary literature and theoretical perspectives on community discourse and the freedom of choice policy, I argue that we will never understand why students choose to stay if we consider only the values of the pedagogical commodities exchanged in the educational quasi-market. The analytical gaze ought to embrace sociological perspectives on the local community and schools, including individual strategies in relation to school choice and the power of relations, categorization and stigmatization. Thus, I conclude that neither deficiency in information, transportation costs and time nor some murky cultural-religious incentives are behind the decision to stay. The major incentive can be found in the ongoing negotiations between different aspects of community and school discourse that young people develop, whereby, among other things, the prospect of losing a network and the feeling of safety and becoming an outsider in exchange for gaining access to a ‘Swedish’ middle-class school is, for the time being, not deemed a fair deal.