本文从社会排斥的视角，描述了一所没有办学资格的打工子弟学校生存状况。笔者认为，打工子弟学校产生与社会排斥有一定的关联，表现在：制度排斥导致部分打工子弟“不能上学”、空间排斥导致部分打工子弟“上不了学”、经济排斥导致部分打工子弟“上不起学”以及文化排斥导致部分打工子弟“不想上学”。因此，打工子弟学校（尤其是没有办学资格的打工子弟学校）是社会排斥的产物。当前打工子弟学校有两类，即经过政府审批的和没有经过审批的，而没有经过审批的又占多数。鉴于当前流入地政府不能全部解决流动儿童的就学问题，所以没有办学资格的打工子弟学校的存在有一定的必要性和合理性。本文通过对该校的校长、教师、学生以及家长的观察和访谈，获取了大量的一手资料。研究发现，该校缺乏办学资金，办学条件非常简陋，教学设施极为匮乏；教师水平、待遇均低，劳动量大，缺乏归属感、流动频繁，身份认同模糊；学生家庭较为贫困，高年级同学欺负现象较为突出，对学习缺乏兴趣、数学成绩普遍差，对考大学不抱有信心。本文重点研究了该校在不利的条件下如何争取生存空间，研究发现，该校的办学者采取了较为灵活多样的方式维护自身的利益：如以保障儿童的受教育权作为学校生存的口号，争取社会的同情，强化学校存在的必要性和合理性；灵活运用城市社会的制度和规则，在夹缝中寻找生存的希望；此外，办学者还运用非制度性的反抗形式来争取自身利益，如假装遵从、讨价还价，寻找适当时机将“包袱”甩给对方，危急关头，学校之间展开合作等。

From the perspective of social exclusion, the author describes one migrant children school which is lack of educational qualification. Based on the literature review, the author found that social exclusion and the school for children of migrant workers having a definite relationship: system of exclusion led some children of migrant workers "no right to go to school, " the alienation of part of the working space for the children "no place to go to school, "economic exclusion result in some children of migrant workers, "no money to go to school, "and cultural exclusion result in some children of migrant workers "do not want to go to school. "It is for children of migrant workers by the number of exclusion, which leads to the generation of migrant children schools, migrant children can be said that the school is the product of social exclusion, given the current flows to the government cannot solve all the schooling of migrant children, so the need for the existence of a certain rationality. In this study, the school principal, teachers, students and parents of observation and interviews, the author access to a large number of first-hand information. Through the research we find that: the school is lack of funding, school conditions are primitive, teaching facilities are extremely scarce; of teachers, the treatment are low, large amount of labor, the lack of a sense of belonging, and turnover is high, fuzzy identity; poorer families of students, high school students to bully phenomenon is more prominent, lack of interest in learning, math scores generally poor, do not have confidence in the university entrance exam.This paper focuses on the school in the adverse conditions how to fight for survival, the study found, the principal of the school takes a more flexible way to safeguard their own interests: to protect children's right to education such as school life as a slogan, fight for public sympathy, there is the need to strengthen schools and rationality; flexible use of urban social systems and rules, in the cracks to find hope of survival; In addition, schools are also using non-institutional forms of resistance to fight for their own interests, such as pretended to comply, bargaining, finding the right time to "burden" training and preparation to each other, a critical juncture, expand cooperation between schools.