課輔場域的慣習、再生產與課輔大學生的相對自主性

The Habitus, Reproduction and the Relative Autonomy of the Tutors in an Afterschool Tutoring Program

教育機會的公平性一直以來都是社會關注的議題，無論是公部門或私部門，均投注相當多的資源，期以課後輔導來彌補經濟及文化資本不均所造成的學業落差。課後輔導經常以大學生作為教學人力，除了為大學生創造經濟收入外，也提供他們接觸與理解弱勢學童的機會。以社會學的角度，教育場域由於慣習及文化資本的區隔，使得階級往往再製自身，而課後輔導的教室對階級再生產有何影響，則是本研究意圖探究的。本研究以民族誌觀察式觀察法，蒐集六十多位國小課輔教師的資料，分析後發現以Bourdieu理論能說明以下：一、課輔與學校之間具有同源性，影響了課輔場域的自主性；二、課輔教師運用象徵暴力穩固其教學權力，但卻使學童的階級意識和慣習更加鮮明，加深與課輔教師之間的敵對關係；三、當課輔教師放棄使用象徵暴力時，可能才是自主性的開始。當學界及教育機構努力提升課輔成效、改進教材教法的同時，本研究的重要性在於提供另一種社會學的觀看視角，理解課輔場域的困難度，並建議從課輔教師的自主性和反思性出發，方能中斷他們實踐中的再生產機制。

The equal educational opportunity has always been an important focus of public concern. Public and private sectors invest considerable resources in after-school tutoring programs to close the achievement gap at the primary school level caused by the inequality in economic capital as well ascultural capital among families. After-school tutoring programs often hire college students as teaching staff, which not only generates income for the students, but also provides them with the opportunity to be in contact with and understand disadvantaged children.From the sociological perspective, however, due to the division created by habitus and cultural capital within the educational field,social classes often reproduce themselves.In light of that,this study aims to investigate the impact created by after-school tutoring classrooms upon class reproduction. The study employed the ethnographic and observational method to both acquire and analyze data from more than 60 after-school tutors, and Bourdieu’s field theory was found to be able to explain the following: 1. Thereis homology between the after-school tutoring program and schools, and this affects the autonomy of the tutoring program; 2. The tutors use symbolic violence to secure their pedagogical power; however,that not only reinforces the pupils’ class consciousness and habitus,but further deepens the hostile relationship with the tutors; 3. The autonomy of the tutors may start to take place when they abandon the use of symbolic violence. While the academia and educational institutions are striving for the improvement upon the effectiveness of the tutoring programs, the curriculum, and the teaching methods, the significance of this study lies within the sociological perspective it provides via which the tensions and difficulties possibly encountered by the tutors in the field can be understood. This study further suggests that by pointing the tutors to a new direction, i.e. to reclaim their autonomy and reflexivity,it can interrupt the reproduction mechanism in their educational practice.