現代中國城市與武術文化的再生產─以武術學校與各類學校的比較為例

在中華民國建立之前，武術文化仍是以農村為主的身體文化。1949年以後，武術文化被運動化成為現代性競技武術，不過仍侷限於國家／省的體育隊或公立體育學校／業餘學校等等國家相關體育機關，長久沒有普及至民間。80年代以後，競技武術開始普及至民間，此過程中，做出最大貢獻即是武術學校。武術學校是中國政府自1982年起正式許可的一種私立體育學校，訓練競技武術同時學習文化課，畢業生能得到初等／中等學歷。2000年以後，大城市內的校數更是迅速增加，其中多數學生來自地處偏遠的農村。可以說城市中的武術學校藉由近代教育制度再次聯繫武術文化與農民階層。本研究針對重慶市的武術學校、體育學校、普通學校與藝術學校發放問卷調查，研究農村出生者與武術文化的現代性聯繫與其生產過程，進而闡明現代中國城市的武術文化再生產方式。本研究調查結果顯示，武術學校的學生多數來自農村有以下三點原因：農村的義務教育問題、農民工家庭在大城市的住房／養育子女問題，以及農民工在城市裡受到社會排除的問題。這些問題追根究柢則源於戶口制度所造成的差距。當遭遇此類問題時，部分農村父母會讓孩子轉學武術學校，這也形成農民／農民工層與競技武術的聯繫與城市武術文化再生產。

關鍵字

武術；武術學校；社會階層

並列摘要

Before the establishment of Republic of China, Wushu culture, as a form of body culture, primarily confined in rural villages of China. However, after 1949, the new kind of modernized and sportized competitive wushu emerged ever since. Still, this competitive Wushu was only practiced in the national and provincial sports teams and public physical education schools that all under the control of central government, the popularization of competitive Wushu to private sectors didn't take off until 1980s. This scenario again changed due to the setup of wushu school, a kind of private physical education school which is officially permitted by the Chinese government from 1982. Students of this private wushu school got skill training and academic knowledge as well as an elementary / middle school degree after graduation. After the year 2000, the number of this kind of schools increase rapidly in big cities, mainly due to huge amount of transferring students from rural China. Modern education system and the social practice of migrant worker families thus together pushed forth the new representation of wushu culture in urban wushu schools. The purpose of this study is to figure out the relationship between migrant workers and modern Wushu culture and the reproduction of Wushu culture in modern urban china, by a quantitative research of Wushu school, sports school, Art school, and normal school in Chongqing. This study indicates that the higher proportion of students transferring from villages in wushu school is largely attributed to the problematic compulsory education system in rural China, along with difficulties of housing and fostering children in cities for migrant worker families, this later leads to social exclusion. All these social problems are generally rooted in the differences of Hukou (household registration). Some migrant parents seek for solutions by transferring children to Wushu school when encountering with these difficulties. Under the struggle of class differences and accumulating capitals strategies of migrant families, the contemporary wushu culture has thus been reproduced.