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本文以身份建构为切入点,通过田野调查等定性研究方法研究城乡户籍制度下城市新移民子女在微观系统中的身份建构过程。本文分别围绕新移民子女在家庭和学校两个微观系统中发生的日常活动进行陈述分析,借助新移民子女对自身生活经历的叙述方式,剖析新移民子女在不同环境下在与他者的互动中对身份的感知、体验与评价情况。在家庭系统中,从家庭结构类型、家庭居所的对比、亲子日常活动和应急事件(家庭求学策略)等四个方面探讨新移民子女身份的建构过程。在学校系统中,从新移民子女对学校践行制度的反馈、师生互动、同伴交往等三个方面揭示新移民子女身份的建构过程。通过访谈发现他们对“外地人”的身份建构,是以移民经历与自身对未来身份的想象为基础,在与环境互动基础上通过语言叙事进行巩固与内化,并不断重构。
In this paper, identity construction as a starting point, through field research and other qualitative research methods to study urban and rural household registration system of new immigrant children in the micro-system of identity construction process. This paper analyzes the daily activities of new immigrant children in their home and school microcosmic systems, and analyzes the new immigrant children’s interaction with other people in different environments by means of describing the experiences of their own immigrant children Perception of identity, experience and evaluation of the situation. In the family system, the construction process of the identity of the new immigrant children is explored from the aspects of family structure type, comparison of family residences, parent-child daily activities and emergency events (family learning strategies). In the school system, the process of constructing the identity of new immigrant children is revealed from the feedback of the new immigrant children to the school practice system, the interaction between teachers and students, and peer interaction. Through interviews, they found that their identity of “foreigner” was based on the experience of immigrants and their own imagination of future identities, and was consolidated and internalized through language narration on the basis of interaction with the environment.