教化透视中的南疆某高校族群交往研究

发布时间：2018-05-16 06:17

本文选题：教化 + 族群交往　；参考：《西南大学》2012年硕士论文

【摘要】：因其具有“追求至善”的绝对价值,教化能使个人突破外在各样障碍,真正实现自身的成长和自由,产生和洽的社会关系。族群可以指一个民族,还可以向上延伸指向围绕一纽带结成的跨民族联合体,或向下包含一个民族中的次级群体及其再分群体。族群交往主要指不同族群之间的社会交往互动,它反映了不同族群集团的关系状况。自古至今,教化就是促进族群交往与融合的重要途径。作为教化倚重的力量,民族地区高校承载着社会各方对其在促进族际交往方面所给予的厚望。作为笔者考察研究对象的南疆某高校是由维吾尔、汉、回、柯尔克孜、哈萨克、塔吉克等六个民族组成的多族群机构。族群交往现状在五个测度指标体系分别表现为：(1)语言、文字使用。教学上实施双语教学,管理上明文规定采用汉语,日常生活等非正式场合,语言的选择是基于一种有助于沟通的关怀取向；(2)宗教与风俗习惯。学校各族群划归为两类,一是以维吾尔为主、包括回、哈萨克、柯尔克孜等族的成员普遍持有伊斯兰宗教信仰并恪守相关的习俗,二是汉族成员普遍为无神论者,没有明确的宗教信仰和文化禁忌,双方对彼此的态度为不关乎理解的尊重；(3)分班、分工和居住格局。学校对学生采取以族群身份为依据的分班、分宿舍管理,对教职工并无明确引导,但后者在分工、居住等方面自发形成以族群为单位的结合。(4)深层交往类型。整体上,拥有异族朋友的个体比例低,其中又显示出代际差异和族别差异。跨族婚恋属于罕见情况,目前这种囿于共同信仰和文化的族际通婚在一定时期内很难突破界限扩大规模。(5)族群认同。大体上内含两个层次和类型,其一是民族身份认同,其二是对所属的系部和班级认同,两者不是相互独立、固定不变的,而是依据所处的场景交织存在,不过前者在分量、程度、影响上均处于主体地位。该高校族际交往整体局势平稳,但也潜藏着一些不和谐的因素,诸如不同程度的族群隔阂、族群偏见与歧视以及事实上的不平等。该校当前族群交往模式为团体多元化,表现出“共存一分离”二元对立的释义结构,共存是各族群文化涵化的一个基本产物,而族群间的结构性差异导致了族群关系的分离甚至抵牾趋向。基于该校各族群对学校文化和”师专人”认同的形成及逐渐强化的事实,“多元一体化”的族群交往模式成为学校和谐族群关系构建中适宜的愿景定位。以教化为视点提出该校达成此愿景的路径为：其一,实施多元文化教育,积极应对族群文化差异并立的形势；其二,创建和谐校园,营造各族群和洽交往的整体组织氛围；其三,消解族群偏见和歧视,倡导族群交往共生共享、和而不同。
[Abstract]:Because of its absolute value of "pursuing the best", enlightenment can make individuals break through all kinds of external obstacles, truly realize their own growth and freedom, and produce and coordinate social relations. The ethnic group may refer to a nation, or it may extend upward to a cross-national union formed around a bond, or it may contain a sub-group and its subdivided group of a nation downward. Ethnic interaction mainly refers to the social interaction between different ethnic groups, which reflects the relationship between different ethnic groups. Since ancient times, enlightenment is an important way to promote the communication and integration of ethnic groups. As the strength of education, colleges and universities in minority areas bear the great expectations of all parties in promoting inter-ethnic communication. A university in southern Xinjiang is composed of six ethnic groups: Uygur, Han, Hui, Kirgiz, Kazak and Tajik. The present situation of ethnic communication in the five measure index system is expressed as: 1) language and characters. Bilingual teaching is carried out in teaching, and Chinese and daily life are adopted in informal situations. The choice of language is based on a solicitude for communication (religion and custom). The schools are divided into two groups. One is the Uighur majority, including Hui, Kazakh, Kirgiz and other ethnic groups, who generally hold Islamic religious beliefs and adhere to the relevant customs. The other is that the Han nationality members are generally atheists. There are no clear religious beliefs and cultural taboos, and the two sides' attitudes towards each other are divided into classes, division of labor and living pattern, which are not related to understanding. The students are divided into classes and dormitories on the basis of ethnic identity, but the latter has no definite guidance to the teaching staff, but the latter spontaneously forms the type of deep communication in the aspects of division of labor and residence. Overall, the proportion of individuals with foreign friends is low, which shows intergenerational and ethnic differences. Interracial marriage is a rare case. At present, it is very difficult to break through the boundary and expand the scale of ethnic identity in this kind of inter-ethnic intermarriage, which is confined to common belief and culture in a certain period of time. In general, there are two levels and types, one is national identity, the other is the identity of the department and the class to which they belong. The two are not independent and fixed, but are intertwined according to the scene in which they are located. However, the former is the component. The degree and influence are in the main position. The overall situation of inter-ethnic communication in this university is stable, but there are also some unharmonious factors, such as different levels of ethnic barriers, ethnic prejudice and discrimination, as well as de facto inequality. The current communication mode of ethnic groups in the school is group diversity, showing the interpretation structure of "coexistence and separation" dualistic opposition. Coexistence is a basic product of the cultural acculturation of various ethnic groups. The structural differences between ethnic groups lead to the separation and even contradiction of ethnic relations. Based on the fact that all ethnic groups in the school have formed and gradually strengthened the identity of the school culture and the "teachers' college people", the "multi-integration" ethnic communication model has become the appropriate vision orientation in the construction of the harmonious ethnic group relationship in the school. The ways to achieve this vision are as follows: first, to carry out multicultural education, to actively cope with the situation of ethnic groups' cultural differences, second, to create a harmonious campus, and to create the overall organizational atmosphere of all ethnic groups and communication; Third, eliminate the prejudice and discrimination of ethnic groups and advocate the coexistence and sharing of ethnic groups.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：C912.1;G750

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