课堂之外的职校生 : 对底层子弟“混日子”文化的再思考

近年来，学界在底层子弟“反学校文化”的学术传统之外提出了迈向积极青少年文化研究的倡议。基于在两所职业院校的田野调查，文章比较了职校生在课堂上的“混日子”行为和在课堂之外的“不混”努力，剖析这一看似矛盾的行为背后所隐藏的动机和价值观。研究发现，职校生的“混日子”行为是在特定场景下产生的消极抵抗和习得性无助，而非该群体内在品质的文化表现。职校生在专业社团和工作场所等课堂之外的场域中有着诸多积极的尝试，突显出他们对自立自强、互帮互助等道德价值的追求和认同。文章所采用的多场景、沟通式和多元价值的理论框架有助于社会重新认识和理解职校生复杂的“主体性”和创造性。

In recent years, there has been an academic initiative to study positive youth culture in response to the overwhelming emphasis on the “anti-school culture” of working-class students in previous literature. Based on fieldwork conducted in two public vocational institutions, this article attempts to examine vocational students’ “malingering” behavior during classroom instruction and their active efforts to personal growth outside the classroom, revealing the hidden reasons and moral pursuits behind these seemingly contradictory behavioral patterns. This study finds that students’ “passing-time” behaviors are a result of passive resistance and learned helplessness in classroom instruction, rather than a cultural expression of the group’s intrinsic qualities. Moreover, a variety of attempts made by vocational students in professional societies and at the workplace demonstrate their identification with and pursuit of moral values such as self-reliance, mutual help, and empathy. The multi-scene, communicative, and multivalent theoretical framework adopted in this study helps us to rediscover the complex “subjectivity” and creativity of vocational students in China.