从“权力再制”到“文化再制”：教育实践中的符码逻辑——伯恩斯坦符码理论框架下的教育不平等问题

本着“符码是文化再制的内在机制”而非“外在权力关系的转播站”的观点，伯恩斯坦建构了一个新的分析工具——“符码”来探讨西方教育不平等的深层逻辑。他认为西方学校教育并不能有效推动社会阶层流动及改善个人地位的主要原因是：西方学校教育是社会阶级再制的工具，优势阶级通过“符码权力”进行控制，造成劳工阶级孩子在学校中处于不利位置的事实。为了实现教育符码相对“自主性”，教育系统应在符码控制领域提供及再制批判的资源，当教育再脉络化领域具有某种程度自主性时，其产生的论述能够阻碍官方符码教育论述的支配程度，市民社会的兴起在实现“自主性”方面也值得期待。

From "Culture Reproduction" to "Power Reproduction",Code Logic in Educational Practice——Education Inequality in the Frame of Bernstein's Code Theory

Bernstein has constructed a new analytical tool——＂code＂ to discuss the underlying logic of western education inequality, believing that the code is the internal mechanism of culture reproduction rather than the relay station of external power relationship. He thinks that the fact that western school education has been a tool of reproduction of social classes is the major reason why western school education fails to propel the mobility between social strata and the improvement of individual status. Superior class has put children from working classes in an unfavorable condition by the control of code power To achieve relative autonomy of education code, education system should be able to provide resources of criticism for reproduction so as to prevent the dominance of official code of educational statement. The prosperity of a society of citizens will also help to realize such autonomy.