第六十三輯．第四期（Learning to Labor四十年紀念專刊） - 2017-12-31

P. Willis的《學做工》:概念、方法 與研究方向

P. Willis’s Learning to Labor: Concepts, Method, and Research Direction

作　者：
黃庭康 / Ting-Hong Wong
關鍵字：
反學校文化、學校組織、歷史比較方法、競逐性再生產 / anti-school culture, school organization, historical-comparative method, contested reproduction
  • 摘要
  • 英文摘要
  • 參考文獻
  • 全文下載
Willis的《學做工》把文化及行動者主體性重新引入批判教育研究,建立了 一個能夠兼顧結構與行動、客觀與主觀因素的分析架構,也超越了當時的再生產 理論,觀察到學生並不只是被動地接受學校的洗腦,並指出學校教育與經濟體系 的斷裂,單靠學校不足以延續不平等的階級關係。Willis以實證資料證明階級子 弟因為抗拒學校的「教學典範」— 而非服從學校的教導— 而繼承勞動階層的 位置;而「小子」們反抗有部分是因為從學校以外場域而來的風格、意義及實踐 替「反學校文化」提供了資源。筆者認為,應在Willis的基礎上繼續探討教育與 社會再生產的關係。具體的做法包括:一、把階級文化的意義擴大至涵蓋個人層 面;二、嚴謹地定義「反抗」及「反學校文化」等關鍵概念;三、利用Willis的 洞見對不同學生群體、階級及社會進行比較研究。
Paul Willis’ Learning to Labor is a classic in critical education studies. By bringing agencies and culture back to the discussion in sociology of education, it developed an analytical framework that synthesized structure and action as well as objectivity and subjectivity. Willis also went beyond conventional reproduction theory. He discovered that students were by no means passive recipients of the dominant ideology, that class domination was perpetuated because working-class students resisted-but not accepted- schools’ teaching, and that anti-school culture was formed at least partly by meanings, styles and practices from spheres outside schools. This article encourages scholars to use insights from Learning to Labor to further explore the connections between school education and social reproduction. It also urges that researchers go beyond Willis by extending cultural analysis to the individual level and private domain, adopting more rigorous and theory-guided definitions of “resistance” and “anti-school culture” and employing comparative method to investigate student cultures among different social groups and in diverse social settings.

黃庭康(2002)。艾波:《教育與權力》導讀。載於蘇峰山(主編),意識、權力與教 育— 教育社會學理論論文集(頁245-255)。嘉義縣:南華大學教育社會研究所。 

[Wong, T.-H. (2002). Michael Apple’s “Education and Power”: A review. In F.-S. Su (Ed.), Consciousness, power and education (pp. 245-255). Chia-Yi, Taiwan: Institute of Sociology of Education, Nan Hua University.]

黃庭康(2007)。批判教育社會學九講。北京市:社會科學文獻。
 

[Wong, T.-H. (2017). Nine lectures on critical sociology of education. Beiging, China: Social Sciences Academic Press.]

Althusser, L. (1972). Ideology and ideological state apparatuses. In B. Cosin (Ed.), Education:Structure and society (pp. 242-280). Harmondswoth, UK: Penguin.

Apple, M. W. (1985). Education and power. Boston, MA: ARK Paperbacks.
 

Bernstein, B. (1977). Class, codes and control, Vol. 3: Towards a theory of educational transmissions (2nd ed.). London, UK: Routledge & Kegan Paul.

Bessett, D., & Gualtieri, K. (2002). Paul Willis and the scientific imperative: An evaluation of learning to labour. Qualitative Sociology, 25(1), 67-82.

Bourdieu, P., & Passeron, J. C. (1990). Reproduction in education, society, and culture. London, UK: Sage.

Bowles, S., & Gintis, H. (1976). Schooling in capitalist America: Educational reform and the contradict of economic life. New York, NY: Basic Books.

Davies, S. (1995a). Leaps of faith: Shifting currents in critical sociology of education. The American Journal of Sociology, 100(6), 1448-78.

Davies, S. (1995b). Reproduction and resistance in Canadian high schools: An empirical  examination of the Willis thesis. The British Journal of Sociology, 46(4), 662-687.

Downes, D., & Rock, P. (1989). Understanding deviance: A guide to the sociology of crime and rule breaking (2nd ed.). Oxford, UK: Clarendon Press.

Everhart, R. (1979). The in-between years: Student life in a junior high school. Santa Barbara,CA: Graduate School of Education, University of California.

Everhart, R. B. (1983). Classroom management, student opposition, and the labor process. In M. Apple & L. Weis (Eds.), Ideology & practice in schooling (pp. 169-192). Philadelphia:Temple University Press.

Giroux, H. A. (1983). Theory and resistance in education: A pedagogy for the opposition. London, UK: Heinemann Educational Books.

Hargreaves, A. (1982). Resistance and relative autonomy theories: Problems of distortion and incoherence in recent marxist analyses of education. British Journal of Sociology of  Education, 3(2), 107-126.

Holland, D. C., & Eisenhart, M. A. (1988). Women’s ways of going to school: Cultural reproduction of women’s identities as workers. In L. Weis (Ed.), Class, race & gender in American education (pp. 266-301). New York, NY: State University of New York Press.

Holland, D. C., & Eisenhart, M. A. (1990). Educated in romance: Women, achievement, and college culture. Chicago, IL: University of Chicago Press.

Karabel, J., & Halsey, A. H. (1976). The new sociology of education. Theory and Society, 3(4), 529-552.

Karabel, J., & Halsey, A. H. (1977). Educational research: A review and an interpretation. In J. Karabel & A. H. Halsey (Eds.), Power and ideology in education (pp. 1-85). New York, NY: Oxford University Press.

Kipnis, A. B. (2001a). Articulating school countercultures. Anthropology and Education Quarterly, 32(4), 472-492.

Kipnis, A. B. (2001b). The disturbing educational discipline of “Peasants”. The China Journal, 46, 1-24.

Kipnis, A. B. (2011). Governing educational desire: Culture, politics, and schooling in China. Chicago, IL: The University of Chicago Press.

MacLeod, J. (1987). Ain’t no makin’ it: Aspirations and attainment in a low-income. Boulder, CO: Westview Press.

McLaren, P. (1986). Schooling as a ritual performance. London, UK: Routledge and Kegan Paul.

McLaren, P. (1995). Critical pedagogy and predatory culture: Oppositional politics in a postmodern era. New York, NY: Routledge.

McRobbie, A. (1978). Working class girls and the culture of femininity. In Women’s Studies Group (Ed.), Women take issue: Aspects of women’s subordination (pp. 96-108). London, UK: Routledge.

McRobbie, A. (1981). Settling accounts with subcultures: A feminist critique. In T. Bennett, G. Martin, C. Mercer, & J. Woolacott (Eds.), Culture, ideology, and social process (pp. 111-24). London, UK: Open University Press.

McRobbie, A. (1991). Settling accounts with subculture: A feminist critique. In A. McRobbkie (Ed.), Feminism and youth culture: From “Jackie” to “Just Seventeen” (pp. 16-34). Boston, MA: Unwin Hyman. 

Paulsen, R. (1991). Education, social class, and participation in collective action. Sociology of Education, 64(2), 96-110.

Rubinstein, D., & Simon, B. (1969). The evolution of the comprehensive school, 1926-1972. London, UK: Routledge.

Tanner, J. (1988). Youthful deviance. In V. Sacco (Ed.), Deviance: Conformity and control in Canadian society (pp. 23-359). Scarborough, Canada: Prentice-Hall.

Walker, J. C. (1986). Romanticising resistance, romanticising culture: Problem in Willis’s theory of cultural production. British Journal of Sociology of Education, 7(1), 59-80.

Weis, L. (1990). Working class without work: High school students in a de-industrializing economy. New York, NY: Routledge.

Willis, P. (1977). Learning to labor. New York, NY: Columbia University Press.
 

Willis, P. (1978). Profane culture. Boston, MA: Routledge and Kegan Paul.
 

Willis, P. (1981). Cultural production is different from cultural reproduction is different from social reproduction is different from reproduction. Interchange, 12(2-3), 48-67. 

 

全文下載