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Naxi Students' National Identity Construction and Schooling: A Case Study of Lijiang No.1 Senior Secondary School

机译:纳西族学生的民族身份建构与教育-以丽江市第一高级中学为例

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摘要

Through education, the state authorities inculcate a national devotion and homogenous culture in Naxi students as well as a Chinese national identity. Students are encouraged to commit themselves to China's social, economic and political development, and to have a sense of responsibility towards the nation. The national curriculum introduces elements of nation-building into various subjects, especially Chinese language, political and ideology and history. It is hoped that the students will make contributions to Chinese society. The school routine, extracurricular activities, physical environment and teaching, are all infused with the state ideology. With all these activities, the school hopes to create a consciousness of the Chinese nation and to instil national pride among students.rnTo a certain degree, the government's efforts have paid off. According to the interview data, most of the Naxi students internalise the state ideology, such as ethnic unity among the 56 ethnic groups and patriotism. Though it is difficult to evaluate a Chinese national identity, the interview data show that the Naxi students in LSS are becoming more aware of their national identity, and connect their life and study goals with the interests of the country. ThernNaxi students accept the Han culture and the ethnic unity that are promoted by the school and are willing to work hard to enter the mainstream culture. However, the Naxi students are not passive receivers of the knowledge imparted in the school. They also assert their own national identity. In the interviews, students expressed scepticism about certain aspects of what they were taught. Several stated that what was taught did not actually reflect what truly happened in reality. Some doubted the effectiveness of the school's attempts to inculcate in them a sense of national identity, and some were curious about issues of national identity. They read books about China and Chinese people in literature and discussed the nation with the people around them.
机译:通过教育,国家主管部门在纳西族学生中培养了一种民族奉献精神和同质文化,并灌输了中国的民族身份。鼓励学生致力于中国的社会,经济和政治发展,并对国家负有责任感。国家课程将国家建设的要素引入各个学科,特别是中文,政治思想和历史。希望学生们为中国社会做出贡献。学校的日常活动,课外活动,体育环境和教学都注入了国家意识形态。通过这些活动,学校希望树立中华民族的意识,并在学生中树立民族自豪感。在一定程度上,政府的努力已取得了成果。根据访谈的数据,纳西族的大多数学生都将国家意识形态内部化,例如56个民族之间的民族团结和爱国主义。尽管很难评估中国人的民族身份,但访谈数据显示,LSS的纳西族学生越来越意识到自己的民族身份,并将他们的生活和学习目标与国家利益联系起来。纳西族的学生接受学校提倡的汉族文化和民族团结,并愿意努力进入主流文化。但是,纳西族学生并不是学校传授知识的被动接受者。他们还维护自己的民族身份。在访谈中,学生对所学内容的某些方面表示怀疑。一些人说,所教的内容并没有真正反映现实中真正发生的事情。一些人怀疑学校尝试向他们灌输一种民族认同感的有效性,而一些人对民族认同问题感到好奇。他们阅读有关中国和中国人的文学书籍,并与周围的人讨论民族。

著录项

  • 来源
    《China》 |2009年第1期|161-175|共15页
  • 作者

    YU Haibo;

  • 作者单位

    National Academy of Education Administration in Beijing;

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  • 原文格式 PDF
  • 正文语种 eng
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  • 入库时间 2022-08-18 00:43:50

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