Cultural Rejection: The Mechanism For School Education Reproduce The Subalternate Group

Whether education could break down the existing class barriers, realize the social mobility or as an instrument which can solidify the class boundary to keep the social class reproduction? Structura-functionalist think the school education is the "engine of the democracy for the elite", however, my bottom social experience and the research for the critical sociology of education both have shown that the school education conduct the social class reproduction to a great extent.Hence, the west give their own explanation about the theory of the relationship between school education and social class reproduction. But school education undertake the subaltern reproduction mechanism, as the result of the cultural conflict in the school education and social rejection. Therefore, cultural conflict in school education as the breakthrough, the writer makes a deep field study on the Chinese education experience and reveals the fundamental mode of the cultural conflicts in school education, social consequences and social origin. It is necessary to discuss the China's model of the school education which to be the responsible for the bottom social reproduction.The conflicts between the students from the ground floor and the school main-stream culture, not only displays in the curriculum knowledge and cultural capital which are directly related to the academic performance, but also refers to ethics level. First, what is called the"bad habit of study"which is adhered to the student from the ground floor, free them out of the curriculum knowledge. Secondly, school main-stream culture bring the symbol violence and the external rejection to the students in bottom in language types and thinking mode, and make them show "simply repeating mistakes" in the slow learning process. Finally, the school moral norms use the civilized manners, discipline, order and auxiliary moral education activity to reinvent the bottom students'behavior custom, they are still wandering in bad habits such as "dirty" and "beauty", "noise" and "silent", at the same time, they challenges the educational authority in the manner of the counter-school culture.The conflicts between students from ground floor and school main-stream culture lead to social exclusion and social discipline. Social exclusion guarantee the inequality social class structure differentiation, and social discipline integrate the different groups again whom complay with the "commen-sence", of the school main-stream, in order to keep the social order generation by generation.The cultural conflict in school education not only lies in the cultural formation and the upper middle class for the social construction of the school main stream, but also are originated in the bottom of society and its culture ideology, and the structuration of cultural competence and habitus of the students from the ground floor. Which unified inequality social class structure and stratificatory differentiation cultural structure. When the students from ground floor bring their culture competence and habitus into the school field, they will encounter the external rejection and the symbol violence from the school main-stream culture, which will lead to the dual social censequence, rejection and displine.The cultural conflict in Chinese school education reveals school education undertake the lowest social reproduction of the Chinese mode, that is to say, the hegemony status of the school main-stream is concealling constructed, and the students from the ground floor in school education not only approve their direzione in their own perceptions, but also try to integrate in practical action. However, with the present and the absent of the education authority, they may increase or decrease showing their "bad habits" even in reverse direction.The practical knowledge originated from the ground floor, which we should introduce into the school education,reconstruct the main-stream culture, that could relieve the social reproduction function of the school education. To adapt to this, teachers must become the transformational intellectuals whom cross the border. Knowledge organization method in school education, curriculum teaching mode and academic education evaluation system arrangement should make the corresponding changes to get the actual effect. However, in structural strength persistent developed industrial society with the instrumental rationality thinking mode, compensatory education for the students from the ground floor is essential and necessary, aiming to promote social fairness of education means.