An ethnographic exploration of voluntary action in small rural primary schools in South East England

近几十年来，英国政府一直试图强调志愿者在学校中可以发挥的作用，同时将每个学生的资金减少了约8% （Sibieta, 2018）。因此，小学越来越依赖于自愿行动（给予时间和金钱），而最常位于农村地区的小型学校（Hargreaves, 2009）受到的影响最大（Body et al, 2017）。然而，在英格兰高度分化的农村（Murdoch et al, 2003），贫困地区的学校与贫困程度较低的地区相比，有不同程度和类型的自愿行动，因此，依赖性的增加可能加剧学校之间的不平等（Body and Hogg, 2018）。通过对两所小型农村小学的民族志比较分析，本研究旨在促进了解自愿行动在这些学校的实践中是如何发生的（特别是性别分工）；参与其中的人是如何经历的；更广泛地说，剥夺和自愿行为之间的关系可能是什么；以及如何在教育中战略性地调动社会资本。

In recent decades, governments in England have sought to emphasise the role volunteers can play in schools whilst simultaneously reducing the amount of funding per pupil by an estimated 8% (Sibieta, 2018). As a result, primary schools have become increasingly reliant on voluntary action (the giving of time and money), with smaller schools, which are most often located in rural contexts (Hargreaves, 2009), being most heavily impacted (Body et al, 2017). However, in England's highly differentiated countryside (Murdoch et al, 2003) schools in deprived areas have access to different levels and types of voluntary action than those in less deprived areas and thus increased dependence is potentially exacerbating inequalities between schools (Body and Hogg, 2018). Through an ethnography-based comparative analysis of two small rural primary schools, this research aims to contribute to the knowledge of how voluntary action occurs in practice in these schools (particularly the gendered division of labour); how this is experienced by those involved; and, more broadly, what the relationship between deprivation and voluntary action might be; and how social capital might be strategically mobilised in education.