摘要
本研究对某一内地西藏学校进行了个案分析,采用了日记与文件分析法、访谈法与非参与观察法。在族群认同感建构主义方法的框架下对影响藏族学生族群认同感建构的国家政策情境、学校地方社区情境与学校情境进行了剖析。研究发现学校对于学生族群认同感的建构存在两种张力:一是国家和学校通过国家意识形态的渗透而指定的学生的族群认同感,二是学生通过自身藏族文化符号的再现而声称的族群认同感。国家和学校期望藏族学生在中华民族多元一体化格局的框架下建构族群认同感,以便实现其政治与经济利益。
The paper conducts a case study on CZ Tibet School and employs the methods of diary and document analysis, interviews, and non-participant observation. The state schooling context, which is made up of the state policy context, the school community context, and the school context, is analyzed to explore its influence on the students＇ ethnic identity construction. It is concluded that there are two binds of tension within Tibetan ethnic identifies： one assigned by the state and school through the penetration the state ideologies and the other asserted by the students through the representation of Tibetan cultural symbols in the hidden curriculum. The state and school intends the students to construct ethnic identity in the framework of the pluralism and integration within the unity of the Chinese nation so as to realize its political and economic interests.
出处
《南京师大学报（社会科学版）》
CSSCI
北大核心
2006年第4期82-88,110,共8页
Journal of Nanjing Normal University(Social Science Edition)
关键词
族群认同
学校教育情境
潜在课程
ethnic identity
schooling context
hidden curriculum
