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清华大学教育研究[ISSN:1001-4519/CN:11-1610/G4]

卷:

期数:

2025年03期

页码:

58-68

栏目:

教育思想与理论

出版日期:

2025-06-20

文章信息/Info

Title:

The Second Birth of the “Cultural Capital of the Underclass”

作者:

程 猛 康永久

北京师范大学 教育学部

Author(s):

CHENG Meng KANG Yong-jiu

Faculty of Education, Beijing Normal University

关键词:

底层文化资本; 布尔迪厄; 创造性; 文化生产; 本土教育社会学

Keywords:

cultural capital of underclass;  Pierre Bourdieu;  creativity;  cultural production;  local educational sociology

分类号:

G40-052

文献标志码:

A

摘要:

自“底层文化资本”概念提出以来,学界陆续出现了一些或支持或批判的回应。但大家很少注意到,这一概念的提出过程经历过一种思考方向的转变。我们最初也试图发现一套客观的底层文化资本,以扩展对布尔迪厄“文化资本”概念的理解。随着研究的深入,我们最终意识到,底层文化资本不是自然之物,唯有在文化生产中才能呈现自身。这一突破,即是“底层文化资本”的第二次诞生,不仅使我们在底层发现了“文化资本”,而且揭示了“文化资本”本身的社会性质。由“物或损之而益”的东方思维生发出的“底层文化资本”概念,不符合布尔迪厄“文化资本”概念的“原意”,“搅乱”了从实体性的文化资本解释阶层再生产的理论秩序,但它的价值也就在这里。它从创造性和文化生产的角度,提供了一种对农家子弟学业成就获得的突破性解释,为我们借助本土的思想资源思考教育社会学学科建设提供了一种新的可能性。

Abstract:

Since the concept of “cultural capital of the underclass” was proposed, academia has seen various supportive or critical responses. However, little attention has been paid to the fact that the formulation of this concept underwent a shift in theoretical orientation. Initially, we also sought to identify an objective form of cultural capital among the underprivileged, aiming to expand the understanding of Bourdieu’s concept of “cultural capital.” As the research deepened, we eventually realized that the cultural capital of the underclass is not a natural given—it can only manifest itself through cultural production. This breakthrough marked the “second birth” of the concept. It not only enables us to discover “cultural capital” within underprivileged groups but also reveals the inherently social nature of “cultural capital” itself. Originating from the Eastern philosophical perspective that “things may seem diminished yet ultimately gain,” the concept of “cultural capital of the underprivileged” deviates from Bourdieu’s “original intent” of cultural capital and “disrupts” the theoretical order that explains social reproduction through substantive cultural capital. Yet, its value lies precisely in this disruption. From the perspective of creativity and cultural production, it offers a groundbreaking explanation for the academic achievements of rural students, providing a new possibility for rethinking the discipline of educational sociology through indigenous intellectual resources.

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更新日期/Last Update: 2025-06-20