Countermeasures for population problems 1 On the problems and countermeasures of family education for floating population
The family education of floating population is in a weak position, so we can find the deep-seated reasons for the problems in the family education of floating population, and finally put forward the corresponding strategies to improve the family education of floating children.
Keywords family education of floating population; Countermeasures
First, the floating population problems in family education
The floating population families have less economic capital, social capital and cultural capital, and their capital quality is not high. Due to various conditions, there are also some problems in the operation of family education capital. Although there are some advantages in the family education of floating population, such as children's self-care ability and strong and optimistic quality, on the whole, the overall situation of family education of floating population is very worrying.
(A) the floating population family education funds
The problems existing in the family education of floating population are reflected in the following three points:
First, family economic capital is at a disadvantage. Due to the characteristics of economic transition and the limitations of their own conditions, floating population can only engage in some jobs with long working hours, poor production environment and low pay. As a result, they spend a short time with their children and even ignore the education of their children.
Second, the social capital of floating population families is insufficient. The social network relationship of floating population is limited to fellow villagers and relatives, and there are basically no other channels for seeking support. Insufficient interaction or improper communication with children in the family leads to rebellious or even anti-social behavior of children. Parents often use the interactive methods of control and intervention, while the interactive methods of support and guidance are not used enough. Parents feel powerless when seeking education support network. He still maintains a very conservative concept that children belong to their parents and should take care of themselves. Parents rarely take the initiative to contact the school. They think that many aspects, including school study, should be educated by themselves. They don't realize that children are also social, and almost never think that they can turn to social resources and some professional consulting institutions when education has no door. When the child really has a problem and violates the law, it will be too late to hand it over to the relevant departments for management.
Third, family cultural capital is very limited. Parents' educational level is limited, many mothers are illiterate, and their understanding of educational content and methods is biased, which is very unfavorable to children's education. Lack of family cultural life, even unhealthy forms of entertainment such as gambling.
(B) The lack of family education capital leads to problems in the education process.
Due to the mobility characteristics of parents when they get economic capital, the characteristics of occupation and the restriction of family conditions, many floating children are fostered, which leads to insufficient intimacy between parents and children and causes educational problems.
The lack of social capital in family education leads to the weakness of parent education. I don't know how to cooperate with the school to face the children's problems, and I don't know how to get the support of the social education resource network. The social support network of floating population families is limited to public ownership and fellow villagers, with strong homogeneity and similar situation, which has little influence on children's education.
Due to the lack of parents' cultural capital, there are some deviations in educational ideas, emphasizing parents' authority and lacking the atmosphere of equal communication in family interaction. The family interaction of floating population revolves around the problems of studying and spending money. Interaction is mainly control interaction and intervention interaction, while guidance interaction and support interaction are insufficient. Causes children to stay away from their parents psychologically and have behavioral problems. On the values of family education, floating population families generally realize the importance of family education, but due to their own conditions, there is no good way of action. The educational effect is not obvious. The floating population is short of family cultural life, and even has bad entertainment methods such as gambling.
In a word, the operation of family education is not good because the capital of family education is inferior, and other forces need to intervene to pay attention to the education of floating population families.
Second, the analysis of the reasons for the problems in the family education of floating population.
Floating population can only engage in low-income, dangerous, low-tech jobs with long working hours, and their consumption power is limited, which is directly manifested in small housing area, insufficient learning space for floating children, less objective cultural capital and long working hours, which makes parents have less interaction time with floating children, thus affecting the effect of family education.
Due to the economic and social status of the floating population, the social network of the floating population is limited to relatives, fellow villagers and workers, and the resources for migrant children to obtain educational support are very limited. Many times, they can only face the problems in the family education of migrant children alone. Because of the long-term household registration system and the long-term existence of urban-rural dual structure, they are separated from the urban social system arrangement, and the children of floating population cannot enter regular schools, so they can only attend the schools for their children. Even though we see that some regular schools are gradually accepting the children of floating population, according to the author's understanding, due to the limited educational resources, only a few children of floating population can be accepted. Children don't have a good school entrance, which also makes parents lack confidence in their children's high academic performance, but they can't do anything about it.
Third, measures to improve the family education of floating population.
(A) increase the floating population's family education capital
Webber used it? Closed? This concept describes the process of putting people in a second position. Through this process, a group monopolizes the dominant position and defines it as a lower-level or unqualified outsider to close the opportunity. Any convenient and obvious characteristics, such as race, language, social origin, religion and no special school diploma, can be used to declare competitors as outsiders. By limiting opportunities and access to resources, closure allows the collective to get the greatest return. People in a group share a common culture and identity, so they share norms that legitimize exclusion.
To solve this problem, we should not only look at the surface of the problem, but also start with opposing social exclusion and improving the situation of floating families, so as to really change the situation of floating children.
1. Standardize the labor market and increase employment.
Policies to avoid employers' bad behavior, promote the development of new service enterprises, give financial incentives to enterprises that recruit workers from the long-term unemployed, improve the management of the low-skilled labor market, establish temporary employment, so as to establish links between the unemployed and potential employers and deal with the special needs of women. Encourage self-employment and give support and preferential policies to small business owners. Between urban management and vendors? Catch me if you can? It has been on for a long time. Hawkers are mostly floating population and low-income social class. Migrant children are thoughtful, puzzled and resentful about the scene of their parents being chased, which leads to misunderstanding of law enforcement and the whole society. Their young hearts are full of doubts. Why are they driven away by their own men to make money? Why are they treated like this when they come to the city? What has this city brought them? Anti-social emotions will sprout in young minds. Therefore, it is an important link to improve the family status of the floating population and a measure to improve the situation of the floating children to make a reasonable plan for the operation of urban street vendors, give the floating population the right to earn their own living and give them some respect for their work. Improve your ability.
Provide free skills training for floating population to increase their employability. Many floating population can only do some simple manual labor because they have no education, skills and funds to start their own businesses, which is dangerous, the working environment is bad and the working hours are long. After training, some floating population may engage in some skilled jobs, thus increasing family income and improving the situation of floating children.
3. Income supplement
Income support here refers to the support of social security, that is, when the floating population faces injury or unemployment, there is a sum of money as temporary assistance to prevent the family's economic conditions from deteriorating rapidly. At present, due to temporary reasons of registered permanent residence and work units, many floating population have no social insurance. Many migrant children also have no insurance because of their hukou. Whether you are sick or accidentally injured, you have to bear the loss yourself. If anything happens to my father and the pillar of the family, the family will fall into infinite difficulties. It is our bounden duty to establish a perfect social welfare mechanism to include the floating population, so that they can have a certain sense of security, and all kinds of rights of floating children can be guaranteed no matter what the whole family is in.
4. Regional support trends
The idea of this attempt is that special urban slums or developed areas need to take action against economy, society and infrastructure on a broad basis (Rodgers, 1995b).
Since 2005, in order to improve the living conditions of migrant workers, Nan 'an District of Chongqing has adopted? According to local conditions, government investment, community management, entertaining? Model, invest more than 2.5 million yuan to build various streets? Sunshine apartment? . Just? One yuan a day per person? Migrant workers can live in apartments with clean environment and perfect facilities at a lower cost. As of July 2007, seven buildings have been built in Nan 'an District. Sunshine apartment? More than 5,000 migrant workers. With the permission of the government, we can refer to the practice of Chongqing to build floating population apartments. Give floating families a place to live, give floating children a set of desks and chairs to study, and a lamp to light hope.
(B) Give play to the positive role of education in the process of social mobility
In Bourdieu's view, the culture transmitted by the school is the culture of the ruling class, not the social and cultural heritage with universal significance. The school uses the power relationship endowed by the ruling class to define its culture as legal cultural capital, and forcibly transmits it through the process of symbolizing violence in the teaching process. Because there is a big gap between the culture of the ruled class and the culture of the ruling class, their children are often losers in school education activities and cannot obtain enough legal cultural capital defined by the ruling class. This has caused the unequal structure of cultural capital distribution, and further formed the closed cycle transmission of cultural capital and class relations.
Does the reproduction function of education mean that education is a machine that creates social injustice? Does it mean that education is unnecessary? We know that education has the function of promoting social mobility, and it is a legal way for the lower class to move upward. Because education is a social choice mechanism, China has resumed the college entrance examination system, and education provides a way for the disadvantaged to reach the upper class. To some extent, it avoids the hereditary status of traditional society, enables individuals to gain the opportunity to enter the mainstream society through their own efforts, and education provides the public with a stage of equal competition.
The Coleman report has increased our confidence in breaking this cycle and letting the vulnerable groups flow upward.
The historical significance of Coleman report lies in that it puts educational equality under the background of social and economic equality. Educational equality is subject to social and economic equality, which in turn affects social and economic equality, thus raising the issue of educational equality to the overall goal of transforming society.
So, how does the social background of students' families affect their study? Coleman's research found that disadvantaged students feel that the environment is too strong to change their lives through education, they lack self-expectation for their future, and they feel that they have no hope of learning? Morale? Relatively low, resulting in relatively low academic performance, the gap is getting bigger and bigger. So do migrant children. Many children have high ideals, but due to family conditions, their studies are not satisfactory and they feel hopeless. Many children of migrant workers stop studying after primary school, but they can go to high school and go to college.
Coleman proved to Congress that the equality of educational opportunities should be examined from the results of education, because it is the expectation of educational results that affects students' self-evaluation, determines students' learning status, and also causes the substantive inequality of educational opportunities for disadvantaged groups due to factors such as race, skin color and religion.
It was this conclusion of the Coleman report that was later widely implemented in the United States? Affirmative action? Or? Affirmative action act? Paved the way. Public education has greatly tilted towards the disadvantaged groups, and the so-called? Reverse discrimination for equality? . While compulsory black-and-white co-education is implemented in primary and secondary schools, preferential policies are generally implemented in terms of university enrollment, government employment and promotion, and taking care of vulnerable groups such as blacks. This measure is a phased measure in a specific historical state. Therefore, decades later, whether this practice has completed its historical mission, whether it should be gradually terminated, and whether the specific measures are appropriate have become the focus of controversy, which has led to a series of judicial proceedings, which have not subsided so far. However, it is undeniable that the inclination of public education to the weak has obviously improved the equality of social education opportunities in the United States in recent decades.
So how can we create a fair and reasonable education system to the greatest extent and promote the realization of social justice? ? The education system in developing countries is relatively young, so there are certain opportunities to reduce social inequality and at least encourage people to strive for higher social status to some extent. Some countries devote themselves to establishing a proletarian society as soon as they become independent. No matter what the social environment is, the transforming function of education cannot be denied. Once it spreads to the economically and socially disadvantaged classes, the trend of transformation is equalization. ? I believe that in the near future, more migrant children will get rid of the social status on the edge of poverty and enjoy the rich material and cultural life brought by social development equally.
(C) Policy recommendations on the education of migrant children
1. Reform the household registration system and eliminate identity barriers.
Although the household registration system in China adapted to the needs of social development at that time to a certain extent, with the development of economy and the flow of population, it constantly created the division of identity dependence between urban and rural areas, and used household registration as the basis for resource allocation, which violated the principle of social fairness and justice.
In the field of education, it is the existence of urban and rural household registration that makes the children of floating population unable to obtain the same educational rights as urban children in cities. The fundamental way to solve the problem lies in accelerating the reform of the dual household registration system in urban and rural areas.
Eliminate the social additional function of hukou, cut off the connection between hukou identity and interests, change the unreasonable phenomenon that hukou is linked to the interests of citizens such as employment, medical care, social security, education and housing, and realize the integrated management of urban and rural areas; Gradually abolish the dual structure of agricultural registered permanent residence and non-agricultural registered permanent residence, and establish a dynamic management system for floating population. 2. Adjust the existing pattern of compulsory education and eliminate identity discrimination.
In the suburbs where the floating population is particularly concentrated, it is necessary to improve the enrollment capacity of public schools or add new schools to solve the problem of insufficient children of local migrant workers.
Communities and schools should take the lead in running schools for parents of migrant workers' children, improve the ability of migrant workers to educate their children, and let floating families adapt to urban life as soon as possible.
3. Give full play to the functions of school education and community education, and increase the social capital of family education of floating population.
The school actively communicates with parents and establishes a good cooperative relationship, instead of just blaming parents for their mistakes when holding parent-teacher conferences. Adopt flexible and diverse communication methods, strengthen the interaction between parents of students, exchange educational experience with each other, and create a good educational atmosphere. Families with high homogeneity are grouped, such as single-parent families and families with many children. The school is responsible for explaining the problems that children in these families are prone to, finding the symptoms of children's problems as soon as possible and solving them with the right medicine.
4. Explore the power of non-governmental organizations to increase the cultural capital of migrant children's families.
Non-governmental public organizations such as the Communist Youth League Committee, women's federations and youth research institutions can extensively tap community education resources and provide cultural capital for migrant children. For example, the Women's Federation unites streets and colleges to let college students enter the families of migrant children, pair up with them, and use weekends, winter and summer vacations to provide learning assistance for migrant children; Organizations such as the Communist Youth League Committee and the streets can train volunteers and volunteer teams, encourage retired teachers, college students and other social members to become volunteers or volunteers, and extensively carry out volunteer activities and voluntary activities to guide the learning of migrant children and help them make academic progress.
In a word, the family education of migrant children is not only a task within the family, but the responsibility of the whole society. Only the cooperation of family, school and society can achieve good results. All children are the future and hope of the motherland. We have the responsibility to help migrant children's families enrich their family education capital, improve parent-child interaction and let them be treated fairly.
References:
[1] Chongqing: the life of migrant workers? Sunshine apartment?
[2] Zhou Hailing: "On the strategy of educational equity for migrant children-from the perspective of cultural capital", Educational Theory and Practice, September 2008.
[3][ France] Jacques Halac: Investing in the future-determining the educational priorities of developing countries, Education Science Press, 1993, 49 pages.
[4] Analysis of the trend of urban-rural integration in Kunming.
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