沈   红  博士学位论文

指导教师： 李 汉 林         答辩日期2006年6月11日

 

 

  结构与主体：

石门坎贫困社区的文化变迁

 

论 文 摘 要

 

这项贫困社区研究，是对以石门坎为中心的乡村文化变迁的案例研究，基于一项持续的田野调查。石门坎是云贵高原一个少数民族贫困社区，具有发展的另类经验。石门坎文化教育体系在较短时间内帮助苗区普及基础教育，通过教育网络和文化网络营建的自组织机制，使得那里一个最贫困的族群成为西南少数民族地区“文化先锋”。

石门坎社区为分析乡村社区的文化、教育和贫困的关系提供了特别的空间和时间。石门坎文化变迁是一个特定社区结构的运动过程。它包括结构发生机制、结构内部运行机制以及结构的转换风险和解体的过程。

第一章根据石门坎现象提出社会学问题，把石门坎现象放置到乡村发展和乡村贫困的大背景下，围绕结构变迁和贫困者在变迁中的作用提出问题，确定研究的问题。第二章对社会结构和主体性两个理论传统进行梳理，在此基础上界定本文中使用的概念、假设和主体－客体关系分析框架。第三章关于研究设计的特点、难点和调查方法的选择。第四章通过描述石门坎文化前期的发展过程分析文化结构发生和主体意识产生的机制。分析平民教育如何有助于建立苗族的能力主体。一批苗族知识分子如何以自组织的方式表达共同意义。第五章通过石门坎苗文的创制及其在四个发展时期的曲折经历分析主体性对社区结构的作用。本文观察和分析石门坎苗文传播过程中苗民的主体性实践，穷人如何实现能力主体、权利主体和认同主体的诉求。第六章通过乡村教育在不同历史时期经历的政策影响，以考量教育与社区关系变迁，分析自组织和被组织机制对社区结构的作用。最后得出结论。

本文把文化结构看成是流变的、互动的、由行动者参与进来的关系体。把行动者和文化结构变迁过程放到互为主体的分析框架中展开研究。

石门坎文化结构在底层社会的发生机制包括行动者的自我启蒙和文化结构的创生过程。石门坎苗民的主体意识是不平等结构的产物，是在主体－客体对立的结构关系中启蒙的。结构的自组织机制支持石门坎文化传承和社区结构的再生产。

石门坎文化系统直接参与了苗民主体性建构。石门坎的教育成就以其本来的意义说正是西南少数民族自己的成就。本文不仅着眼于从现代化的成功经历，也从其失败经历中学习和探求。这个山村文化结构的发展动力以及结构坍塌的原因，都可从贫困苗民处于结构－主体关系的历史坐标上找到。

 

关键词：贫困，文化社区，结构变迁，互为主体，自组织

 

Abstract

 

This dissertation is a case study of social transformations in the Stone Gateway community in the modern China. It will focus on the structural changes in rural education, and the construction of inter-subjectivity among the Miao as a consequence of the interactions of local traditions, Christian movements, and interventions from the central government. It is based on an ongoing fieldwork in Stone Gateway and a group of poverty-stricken villages. Stone Gateway, an ethnic village in the mountainous area of the Yunnan-Guizhou Plateau, contributed its special development experience to the hundreds of the Miao villages that are surrounding. With the penetration of Western influences in general and Christianity in particular, the Miao people in Stone Gateway village changed rapidly from an isolated ethnic group to “the cultural pioneer” of the Southwest minorities.

The dissertation will start with an introduction of the phenomenon of Stone Gateway, its growth and reduction, and its paradox explanations. They are questionable. The leading questions are placed in the context of poverty and educational inequality in rural China. Chapter 2 goes through with a review of the literature on theoretical issues of structure and structuration, subjectivity and inter-subjectivity, and the relationship between them. It shows what issues would be further approached with the group of concepts and the analysis framework. Chapter 3 consists a brief outline and key points of Research design. Chapter 4 and Chapter 5 will document the creation and expanding of ethnic educational network of the Miao community in the Stone Gateway under diverse challenges and impacts. The Miao script, embedded into the ethnic identity, participated the motivation to expand the educational network. Chapter 6 will attempt to explore various strategies and systems the local government adopted to shape the integration of the village schools and the communities.

Cultural structure of Stone Gateway community was constructed by actors when they were capable to keep on self-motivation and self-organization. It was also deconstructed by actors when they were organized by others and lost subjectivity. The recognition of subjectivity was drawn from the conflicting relationship, as well as the recognition of inter-subjectivity could only be constructed in the sense of cooperation and equality.

The research intends to record the rich lessons to the dynamics of development. The relationship of inter-subjective and inter-objective makes it possible to identify the existence of structural dynamics, as well as to learn lessons from both progress and failure experiences. 

 

Key words: Poverty, cultural community, structural changes, inter-subjectivity, self-organization

 

 

 

目 录

 

论文摘要                                                                                                                        i

英文摘要                                                                                                                        ii

导言  贫困和教育：乡村的双重困境                                                                           1

第一章    石门坎现象与乡村问题                                                                                     5

第一节    石门坎现象                                                                                                       5

一、经济长期贫困                                                                                                5

二、文化跌宕起伏                                                                                                6

三、四个发展时期                                                                                                8

第二节    现象解释和疑问                                                                                                8

一、单因素解释                                                                                                          9

二、常规发展思路                                                                                               10

第三节  研究问题的提出                                                                                               13

一、寻找结构机制                                                                                               13

二、结构问题                                                                                                      13

第二章    理论脉络：结构与主体                                                                                 18

第一节  结构分析的主要流派                                                                                        18

一、宏观结构理论                                                                                               18

二、结构主义                                                                                                      19

三、动态结构理论                                                                                               20

第二节  主体性的两个维度                                                                                           21

一、第一个维度                                                                                                         21

二、第二个维度                                                                                                         23

三、结构中的主体性                                                                                                  24

第三节  结构与主体的消解                                                                                           25

一、从形构到解构                                                                                               25

二、对主体性的消解                                                                                                  25

三、自发结构理论                                                                                               27

第四节  概念，假设和分析框架                                                                                 29

一、本文的一组概念                                                                                                  29

       二、基本假设和研究框架                                                                                           31

第三章   研究方法                                                                                                         34

第一节  研究设计和方法特点                                                                                        34

一、研究设计的选择                                                                                                  34

二、田野研究方法特点                                                                                        37

第二节  定性数据的信度和效度                                                                                    40

       一、信度难点和检验                                                                                                  40

二、效度难点和检验                                                                                                  41

第四章  结构发生：石门坎崛起于边陲                                                                             44

第一节    石门坎第一所学校                                                                                           44

一、第一所苗民小学                                                                                                  44

二、开教育风气之先                                                                                                  48

第二节    石门坎文化圈                                                                                                  49

一、基督教传播与苗民识字运动                                                                          49

二、文化网络                                                                                                      51

第三节  学校和教会共生机制                                                                                        53

一、学堂－教堂：共有的文化空间                                                                          54

二、教师－教士：共生的职业身份                                                                          54

第四节    教会和社区的共生：乡村建设                                                                             57

一、“五英镑屋”：融入社区的核心机构                                                                      57

二、社区医疗：平民医院                                                                                           58

三、社区发展：公益事业和技术推广                                                                      59

第五节    苗民平等意识启蒙                                                                                           61

一、“地狱中的边民”                                                                                        62

二、平等意识启蒙                                                                                               64

第五章    主体推动结构：苗文故事                                                                                    67

第一节    石门坎苗文创制                                                                                               67

一、苗文创制                                                                                                      67

二、护送苗文出国的苗族                                                                                           69

       三、苗文、服饰与民族记忆                                                                                 70

       四、苗文“失而复得”的隐喻                                                                                    71

第二节  苗文传播，超越多重边界                                                                                    72

       一、苗文推动识字运动                                                                                        72

二、苗文圈超越宗教和民族边界                                                                          73

第三节    苗文的挫折                                                                                                      76

       一、保卫老苗文，反对边胞同化政策                                                                      76

二、新苗文创制及推广                                                                                        78

三、焚书：苗文劫难                                                                                                  79

第四节  劫后余生, 薪火相传                                                                                           80

一、中断二十年后的新苗文                                                                                 80

二、一本苗文书和一个教堂                                                                                 82

三、远方的苗文薪火                                                                                                  83

第六章  结构-主体分裂：学校与社区                                                                          86

第一节  国家教育在乡村的曲折经历                                                                             86

一、民国时期的边胞同化教育                                                                                    86

二、公社化时期的乡村教育