地理研究

地理研究 ›› 2019, Vol. 38 ›› Issue (8): 2008-2026.doi: 10.11821/dlyj020180575

• 研究论文 • 上一篇    下一篇

南京义务教育资源的社会-空间可达性差异及效应研究

宋伟轩1,涂唐奇2,尹上岗3,徐岩4,刘春卉5   

  1. 1. 中国科学院南京地理与湖泊研究所,流域地理学重点实验室,南京 210008
    2. 中国科学院科技战略咨询研究院,北京 100190
    3. 南京师范大学地理科学学院,南京 210023
    4. 南京大学地理与海洋科学学院,南京 210093
    5. 南京农业大学人文与社会发展学院,区域农业研究院,南京 210095
  • 收稿日期:2018-06-01 修回日期:2018-07-20 出版日期:2019-08-20 发布日期:2019-08-20
  • 作者简介:宋伟轩（1981- ）,男,吉林敦化人,博士,副研究员,硕士生导师,主要研究方向为城市社会地理。 E-mail: wxsong@niglas.ac.cn
  • 基金资助:
    国家自然科学基金(41771184)

The differentiation and effects of social-spatial accessibility in compulsory education resources in Nanjing

SONG Weixuan1,TU Tangqi2,YIN Shanggang3,XU Yan4,LIU Chunhui5   

  1. 1. Nanjing Institute of Geography and Limnology, Key Laboratory of Watershed Geographic Sciences, CAS, Nanjing 210008, China
    2. Institutes of Science and Development, CAS, Beijing 100190, China
    3. School of Geographical Sciences, Nanjing Normal University, Nanjing 210023, China
    4. School of Geographic and Oceanographic Sciences, Nanjing University, Nanjing 210093, China
    5. College of Humanities & Social Development, Institute of Regional Agricultural Research, Nanjing Agricultural University, Nanjing 210095, China;
  • Received:2018-06-01 Revised:2018-07-20 Online:2019-08-20 Published:2019-08-20

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摘要：

教育公平是社会公平的重要基础,也是多学科交叉的研究热点。城市地理学者惯用空间可达性方法评价城市内部教育资源配置的均衡性与公平性,基于此,结合学区制度下义务教育资源供给方式的特殊性,提出教育资源社会-空间可达性理念,分别以地理可达性、机会可得性和经济可能性衡量教育服务的获取难度及其空间差异。以公办小学和初中学区为空间单元,通过比较2008年和2018年南京主城区教育资源社会-空间可达性发现：地理可达性内城优于外围的空间差异正在缩小,而机会可得性和经济可能性的社会空间差异明显扩大,优质教育资源的获取难度显著增加。历史惯性、城市扩张、单位制度和学区制度等均是导致教育资源在空间上和群体间配置差异的重要原因,特别是学区制和市场化配置原则下,经济资本逐渐成为社会群体争夺优质教育资源、实现代际再生产的核心要素,终而形成教育资源、社会阶层和居住空间的互动循环与锁定机制。南京案例在中国大城市中具有代表性,由教育驱动的城市社会空间重构值得持续关注和积极规导,而不断缩小校际教育质量差异则是推进城市内部教育机会和教育质量公平的根本途径。

关键词: 义务教育, 学区, 教育公平, 社会-空间可达性, 学区中产阶层化, 南京

Abstract:

As an important basis for social equity, educational equity is a hot spot of interdisciplinary research. Therefore, urban geologists focus on the equilibrium analysis of the spatial distribution of education resources to explore the social-spatial equity of the allocation of education resources in the city. The paper aims at the particularity of the compulsory education resources being allocated under the "school-district system", and comprehensively considers the variety of the difficulties in obtaining the education resources. Based on this, it presents the social-spatial accessibility, in forms of the geographic accessibility, opportunity availability and economic affordability, to measure the difference of the spatial allocation of education resources and the difficulty in obtaining them. Taking school district of public primary and junior middle school as the space unit and residential community as the statistical object, it analyses the social-spatial accessibility of the public schools in the main city of Nanjing in 2008 and 2018, respectively. The result shows that: (1) The geographic accessibility to schools in the inner city is superior to that in the outer city, but the spatial difference is rapidly shrinking as schools are incorporated in the inner city and built in the outer city; (2) the opportunity availability to schools in the inner city is inferior to that in the outer city, and the access to the education resources in the inner city, especially the education resources of high quality, has become more scare, for the demolition in the inner city and the construction in the outer city; (3) economic affordability is associated with the grade of school, which in the top school district is the minimum, while, there is a big decline in economic accessibility, with the overall soaring housing price in Nanjing. The difficulty of obtaining high quality education resources is greatly increased, as the spatial difference of geographical accessibility is narrowing, while the social-spatial difference of opportunity availability and economic affordability is obviously expanded. Under the principle of the resources allocation of the school district system and the marketization, the economic capital has gradually become the core factor of the distribution of education resources. Having been the core competitiveness for high quality education resources, economic capital makes it easier for rich families to live in high quality school areas and accept high-quality education, which realizes intergenerational transfer of social and economic status, thus forms the interaction cycle and locking effect of education resources and social space differentiation.

Key words: compulsory education, school district, educational equity, social-spatial accessibility, jiaoyufication, Nanjing