The Lived Social Contract in Schools: From protection to the production of hegemony
提出一个基于保护、供给、参与和霸权生产四个参数的社会契约分析框架，并应用于埃及学校案例，揭示不同社会阶层学生如何经历国家保护退缩、供给崩溃、参与伊斯兰化以及霸权生产脱节，对理解政权合法性与新自由主义转型有参考价值。
This article proposes a framework for studying the social contract along the four parameters (4Ps) of protection, provision, participation and the production of hegemony. To appreciate the differentiated experience of how these parameters are lived, this framework is applied to schools as arenas that uniquely capture the dynamics of power and legitimacy in society. The education sector reflects broader transformations in the state bureaucracy, in social policy and in the lived experience of key elements of the social contract from the rule of law and gendered violence to formal and informal privatization, everyday forms of participation and the narratives and practices around nationalism and neoliberalism that legitimize these changes. Applying this approach to the case study of Egypt updates earlier propositions about an Arab social contract and nuances the notion of a tradeoff between provision and participation rights in understanding regime legitimacy. It underlines the critical changes to protection and legitimation over the past decades and the implications of the outsourcing of various elements of the social contract to market, charitable and religious forces. Drawing on rare research inside schools catering to different social classes before and after the 2011 uprising, the article describes how their realities reflect the transformations of lived citizenship in this historical juncture. Egyptian schools reveal a ‘lived social contract’ that is underpinned by selective retraction of protection, a collapse of provision, impoverishment and Islamization of participation and a resulting disengagement from the production of hegemony.