学校教育情境中族群认同感建构的社会学分析(上):文献综述及研究方法

The Construction of Ethnic Identity in the Context of State Prescribed School Curriculum:A Sociological Analysis

国家学校教育情境下学生如何建构族群认同感的问题倍受关注。本研究采用日记与文件分析法、访谈法与非参与观察法，剖析影响藏族学生族群认同感建构的国家政策情境、社区情境与学校情境。研究发现，学生族群认同感建构存在两种张力：一是国家和学校通过意识形态渗透而指定的族群认同感，二是学生通过藏族文化符号再现而声称的族群认同感。国家和学校期望学生在中华民族多元一体化格局框架下建构族群认同感，以便实现其政治与经济目的。

Research on ethnic identity construction in the state prescribed school Curriculum has become an increasingly prominent area of study. The paper employs methods of diary and document analysis, interview, and non-participant observation to explore the state policy context, the school community context, and the school context which contribute to students＂ ethnic identity construction. It is concluded that there is a tension between Tibetan ethnic identity assigned by the state and school through the penetration of the state ideologies, and the one asserted by the students through the representation of Tibeton cultural symbols in the school context. The state and school intend the students to construct ethnic identity in the framework of pluralism and integration within the unity of the Chinese nation so as to realize its political and economic aims.