隔离、融合与多元——美国华人教育发展研究

发布时间：2018-03-05 21:05

本文选题：美国华人　切入点：教育　出处：《河北大学》2007年博士论文　论文类型：学位论文

【摘要】： 本论文力求在占有翔实史料的基础上,以历史唯物主义和辩证唯物主义的世界观与方法论为指导,研究19世纪中叶至今150余年美国华人的教育历史,从公立教育与私立教育两个方面透视美国华人所经历的从隔离到融合再到多元化追求的教育历程,深入了解美国华人的教育历史及其成败得失,为处于中西文化融合与冲突中的我国教育事业的改革与发展提供一些有益的借鉴和启示。 1848年至1881年,是美国华人教育的萌生阶段。华人为经济因素所驱使落脚在美国西海岸,凭借从中国移植而来的传统文化观念,形成了以儒家思想为价值体系核心的自成一体的华侨文化。赴美华人即便处身于排华的社会环境下,依然坚守着自己传统的教育价值观,当华人儿童被完全排斥在公共教育之外时,萌芽状态的中文学校承担起普通教育的任务。 1882年至1942年,是美国种族隔离最猖獗的时期。美国把排挤华人作为一项国家政策大力推行,华人饱受了极为不公的待遇。此时期华人公共教育展现的是一幅混杂的图景。当美国华人中的大多数在加州被置于隔离学校时,纽约华人因人数的稀少而幸运地避免于教育歧视,美国南部华人则尴尬地处于接纳与拒绝之间。夏威夷华人由于其特殊的地理位置与社会环境,享有较大的教育空间,因而成为最早跨向成功的美国华人。作为对教育歧视的正面回应,华人社会机构发挥文化教育功用,兴办中文学校,由此带来华人私立教育的繁荣,形成华人接受教育的新途径。由于美国隔离法律的存在,这一时期的华文教育仍带有浓厚的保守孤立的色彩,这是那个时期美国排斥与隔离教育制度的必然结果。 1943年至1978年,是美国华人社会发生大转折的时期。此时期华人逐渐意识到要争取他们的教育平等权,必须走出唐人街、加入到其他美国少数族裔的斗争中去。在公共教育领域,美国华人不仅实现了公共教育一体化的理想,隔离学校已经不复存在,而且他们赢得了在高校里开展亚裔美国人研究与在中小学推广双语教育的权益。新型中文学校纷纷出现以及华人新社团的教育实践活动,推动了华文教育进一步向前发展。华文教育逐渐演变为公共教育的辅助形式,周末中文班得到普遍推广。二战后,很多中国留学生随着身份转变,汇入到华人移民的潮流中。他们这群优异知识青年的加入大幅提升了美国华人整体的教育水平,对华人跃升为美国“模范少数族裔”起了一定的推动作用。华人人口素质的极大提高,经济社会地位的改善,加快了华人与美国主流社会同化的步伐。 1979年至今,华人教育的发展、中美教育交流与合作都进入了一个崭新的发展时期。华人联合其他少数族裔团体,在争取自身权益上、在追求教育公平上取得了富有历史意义的进步。亚裔研究与双语教育计划进一步发展壮大。中文学校的发展形势发生了新转变,普通话中文学校的前景广阔,中国政府重新恢复对海外中文学校的辅助与支持工作。中国大陆移民潮推动美国华文教育的继续发展,助长了华文教育的中兴。中文学校数量急剧地增加,使各种中文学校协会应运而生。华文教育已经逐步融入了美国的教育领域。美国华人教育的发展取得了丰硕的成果,其历史经验与教训值得后人借鉴。针对其未来发展方向以及华人教育应该走多元化道路还是追求融合这些问题,笔者认为应是在融合的基础上尽力追求多元,尽可能发挥已被华人教育历史证实了的美国多元文化的重要组成部分——中华文化的最大价值,同时提出只要美国仍然存在人种、种族的区分,那么关于怎样去界定和维护教育平等权的问题就会永远存在。美国华人教育要依托中华文化为底蕴、张扬自己的文化属性,同时团结各族群的力量,为将来更好地发展扫清种族歧视的障碍。
[Abstract]:This thesis strives in sufficient historical data, based on historical materialism and the dialectical materialism world outlook and methodology as the guide of the mid nineteenth Century has more than 150 years of Chinese American education history, from the two aspects of public education and private education in perspective of Chinese American experience from separation to integration to diversify the process of education, in-depth understanding of the history and education of Chinese in the United States for success and failure, gain and loss, in the fusion of Chinese and Western culture and the reform and development of education in our country in the conflict to provide some useful reference and enlightenment.
From 1848 to 1881, is the initiation stage of Chinese American education. Chinese is driven by economic factors based on the west coast of the United States, with China from transplanted from the traditional culture, the formation of a self-contained Chinese culture with Confucianism as the core value system of the United States. Even in the Chinese exclusion of social environment and still stick to their traditional values of education, when Chinese children have been completely excluded from the public education, the bud Chinese school undertake the general education task.
From 1882 to 1942, the United States is the most rampant apartheid period. The Chinese exclusion as a national policy vigorously, Chinese suffered unfair treatment. At that time the Chinese public education show a mixed picture. When the majority of Chinese Americans in California were placed in segregated schools, New York because the number of Chinese rare and lucky to avoid discrimination in education, the southern Chinese were embarrassed between acceptance and rejection. The Chinese in Hawaii because of its special geographical location and social environment, enjoy greater education space, became the first Chinese American to succeed. As a positive response to the discrimination in education, Chinese social organizations play a role in education, the establishment of Chinese school, which brings the prosperity of Chinese private education, forming a new way for Chinese education. Because of the isolation of the legal deposit in this. The Chinese language education in the first period still has a strong and isolated color, which is the inevitable result of the American exclusion and isolation of education system at that time.
From 1943 to 1978, the Chinese American society had a major turning point. During this time, the Chinese gradually aware of to fight for their equal right of education. They must go out of Chinatown, to join the other American minorities in the struggle. In the field of public education, the Chinese not only realize the integration of public education, the school is no longer isolated there are, and they won the rights of Asian American Studies and carry out bilingual education in primary and secondary schools in Colleges and universities. Education practice model Chinese schools emerged and the new Chinese organizations, to promote the further development of Chinese education. Chinese education has gradually evolved as the auxiliary form of public education, Chinese weekend classes were spread Chinese. After World War II, many students with identity change, into the trend of Chinese immigrants. They are a group of outstanding young students greatly It has promoted the overall education level of Chinese Americans, and promoted the Chinese to become the "model minority". The improvement of the quality of Chinese population and the improvement of economic and social status accelerated the pace of assimilation between Chinese and American mainstream society.
Since 1979, the development of Chinese education, educational exchanges and cooperation between China and the United States have entered a new period of development. The Chinese and other minority groups in fighting for their rights, has made historic progress in the pursuit of educational equity. Asian Studies and bilingual education programs to further development. The new transformation of development the situation Chinese school, Mandarin Chinese school prospects, Chinese government resumed the assistance and support for the Chinese school overseas. Chinese immigrants from the mainland to promote the development of Chinese education in the United States, contributed to the resurgence of Chinese education. Chinese school number increased dramatically, the Chinese school Chinese Education Association came into being. The United States has gradually integrated into the field of education.
The development of Chinese American education has achieved fruitful results, the historical experience and lessons worthy of reference. In view of its future development direction of Chinese education should take the path of diversification is the pursuit of the integration of these problems, the author thinks that should be pursued on the basis of merging multi element, play as much as possible has been confirmed by the United States history of Chinese education cultural diversity is an important part of the maximum value of the Chinese culture, and put forward as long as the United States still exist race, racial distinction, so how to define and maintain educational equality problem will exist forever. The Chinese education should rely on Chinese culture and the publicity of their own cultural identity, and the unity of all ethnic groups of the power. For the better development of clear racial discrimination future obstacles.

【学位授予单位】：河北大学
【学位级别】：博士
【学位授予年份】：2007
【分类号】：G571.2;K712

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