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School Adjustment Among Second -Generation Chinese in the EU

欧盟华二代的学校调整

基本信息

批准号：
17530622
负责人：
YAMAMOTO Sumiko
金额：
$ 2.01万
依托单位：
Toyo University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2005
资助国家：
日本
起止时间：
2005 至 2007
项目状态：
已结题

项目摘要

The purpose of this study is to clarify the actual academic achievements of second-generation Chinese in EU and explore the reasons for their strong academic record, based on anthropological fieldworks in U.K. and France including interviews with second-generation Chinese who are primarily in their 20s and visiting normal schools and supplementary schools in Chinese language education.1. It can be concluded that although there is a difference between the discourses of a deal to different cultures in U.K and those in France, there is no much difference in the education for Chinese students in normal schools between the two. And I can suggest that the education for the students with Chinese cultural backgrounds in both of normal schools and supplementary schools in Chinese language education in EU tends not to respect cultural diversity of Chinese children but to unify them to Mandarin with simplified characters and pinyin.2. I could explain school success in terms of a common "folk theory of success" shared by first and second-generation Chinese in U.K. and France,based on interviews with second-generation Chinese who are primarily in their 20s. It became clear that the folk theory of success of the first generation came into existence through living as immigrants, and the second-generation's folk theory of success was influenced by that of their parents and came into existence through the process of going through the educational system in mainstream society. It shows that school success cannot be reduced solely to values within the "Chinese" cultural background.3. There is a higher percentage of interviewees in France who have positioned themselves as Chinese than those in the U.K. It means that second generation Chinese adolescence in France don't integrate into the mainstream society than those in the U.K. There are several reasons of it, and this result shows the possibility of further developing the research.

本研究的目的是在英国人类学田野调查的基础上，厘清在欧华人第二代的实际学术成就，并探讨其优异学术成绩的原因。包括对以二十多岁为主的第二代华人的访谈，以及对华文教育的师范学校和补习学校的访问.研究结果表明，尽管英法两国在对不同文化的论述上存在一定的差异，但在对中国师范生的教育上，英法两国并没有太大的差异。我可以建议，在欧盟的汉语教育中，无论是师范学校还是补习学校，对有中国文化背景的学生的教育都倾向于不尊重中国儿童的文化多样性，而是将他们统一为普通话，使用简体汉字和拼音.我可以用英国第一代和第二代华人共同的“民间成功理论”来解释学校成功。和法国，基于对主要是20多岁的第二代中国人的采访。第一代的民间成功理论是在移民生活中形成的，第二代的民间成功理论则是受父辈的影响，通过主流社会的教育体系形成的。这说明学校的成功不能仅仅归结为“中国”文化背景下的价值观。法国受访者将自己定位为中国人的比例高于英国受访者。这意味着在法国的第二代中国青少年没有像在英国的青少年那样融入主流社会。其原因是多方面的，这一结果显示了进一步开展研究的可能性。