The Hidden Force In The National School Education Study

The education system of minorities plays an important part in the whole country school education system. Its development is closely related to the result of our country education reform. Therefore, the school education of minorities is a key point that most of the scholar are concerned about. However, taken as a whole, compared to Han, the development of school education of minorities is very slow. Most of the minority students choose to leave school, and the rest aren't usually good at study and examination. Many experts think the reason is the lack of teachers, little attentive, poor economy and so on. Of course, the local government takes a series of measures to solve the problems, such as developing economy, improving the ability of shouldering the burden, reducing the tuition, strengthen the implement of compulsory education. The experts think only by doing so, we are able to reduce the percentage of leaving school, leading to their improvement in study. Whereas, with further research, experts find the reason why most of the students choose to leave school is not that they live a poor life, but that they can't adapt to school surroundings. They don't feed well in school. They are annoyed with all the subjects, and tired of school life. Eventually, their study suffers failure. What's worse, the phenomenon of leaving school happens frequently. Although school education of minorities provides many qualified people for the society of cities and industries. yet, it maks some students not succeed in the study. These students can neither enter the civil system, nor recognize and merge the local community life. Being full of many dreams of the city life, they gradually get away with their homeland and traditional culture. That is to say, they will become "familiar strangers" of the local community.Then, what place on earth is the school of minorities? As the time goes by, what happens to the school? Apart from the obvious factors such as teachers, tuition and poverty, what hidden factors influence the school education in the monority region, causing their failure in study? How can the school separate the center from the edge? What and how should the school teach? Why do the "strangers" come about? Where should they go? All these are just the problems the article will solve.This article makes a theoretical and practical research on the hidden force which influences the school education of minorities, using the correspondent theories of ethnology, educational anthropology and sociology of education, with the social spatial theory analyzing instrument. The research tries to study the relation of school structural restrict and the students' dynamic role based on the large amount of the field research and original research, and makes an educational ethnography analysis of the school education of minorities. Based on this, this article discusses how the hidden force from the country and the school form a controlling force on the students in the minority school, and how the students resist it. With the deep analysis of the hidden force of the school education of minorities, the article puts forward some strategies to solve the problem.This article is made up of eight chapters.The first chapter tells the reason of the research and the problem this article wants to solve. Based on the original documents, the chapter explains the possible creativity of the article, and makes a detailed introduction of the educational ethnography.The second chapter focuses on the social spatial perspective which plays an important role in the article. Meanwhile, it makes a definition of the main concepts of the article, such as hidden force, school education of minorities, school space and the action strategy, making the framework of the article.The third chapter makes a detailed ethnological description of the research spot named Shilong in Duyun located in Qiannan Buyi and Miao Minority Antonomy region, including social life, minority culture and the school education. The school is in certain social field, and it must be influenced by politics, economy and culture inevitably. Therefore, it has to make a respond to the social field and correspond with it. This chapter analyzes the political field, economical field and cultural field which influence the school and points out: the political field full of country power, the economical field working by market economy, the cultural field oriented by main current culture and identity culture, elite educational field working by test have all participated in the running of the school, resulting to the response of the school to the social field.The fourth, fifth and sixth chapter are the main part of the article. The three chapters discuss the usual life in school, the choice, classification, distribution and transfer of school knowledge and the distribution of school benefit respectively, pointing out that the school has influenced the students through a series of controlling and power, which makes a hidden but important role. The fourth chapter is the first mechanism of the hidden force to influence the students. In the school, the hidden force permeates values of main culture to the mind of students through the institutional school life. Furthermore, because of the occupying of students' time and space, the school breaks the relation between the students and the local community, resulting to the fact that the students are far away from their soil and minority culture. The fifth chapter is the second mechanism of the hidden force to influence the students. By transferring the school knowledge in the public place, the school has fulfilled the mold of the students who accord with the main culture. It brings out the result that the traditional culture and local knowledge have disappeared, with the students becoming the "familiar strangers" of the local community. The sixth chapter is the third mechanism of the hidden force to influence the students. By choosing the students' cultural capital, the school has separated the center from the edge and finished the function of reproduction. The seventh chapter discusses students' different strategies to resist the restrict of the country and the school in school space. They don't accept the role of hidden force passively, they use different strategies to resist it. This article has put forward five strategies students use: contingent strategy, wig strategy, joke strategy, resist strategy and self-elimination strategy.The eighth chapter gives a brief conclusion of the article, and puts forward some suggestions about it: reconstruct the idea of the school education of minorities under the multi-cultural background; achieve the goal of integrating the country education and the local knowledge; develop the school education of minorities oriented by social justice.