身份识别与情感归属——影响深港跨境学童身份认同的因素分析
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摘要
深港跨境学童是指居住在深圳,但就读于香港的幼儿园、小学和中学等教育机构的香港籍儿童。本研究探讨了这一特殊群体的身份认同状况及其影响因素。研究发现,深港跨境学童的身份认同主要体现在三个方面:身份识别、行为倾向以及情感归属;出生地和父母"期望"会促使深港跨境学童在身份识别上偏向于认同香港身份,在香港上学的时间、学校活动参与以及积极使用粤语也会促使深港跨境学童在行为倾向上偏向于认同香港身份;而在香港时所体验到的负面情绪和在深圳时所体验到的"人情味"、对深圳和香港港两地"一样喜欢"以及"都是中国人"的认同意识,这些因素反而会促使深港跨境学童对其身份的情感归属不确定。
The Cross-boundary students between Shenzhen and Hong Kong refer to the children with Hong Kong household registration who reside in Shenzhan but study in Hong Kong's educational institutions including kindergarten,primary school and middle school. Mainly adopting the qualitative research method,this study tries to deeply explore the general situation of this special group's status identity and its influencing factors. According to the findings,for the cross-boundary students between Shenzhen and Hong Kong,their status identity is mainly reflected in three aspects,namely status recognition,behavior inclination and emotional affiliation. Regarding the status recognition,the place of birth and the parents' "expectation"would induce these students to prefer to identify with the status of Hong Kong; regarding the behavior inclination,the duration of school in Hong Kong,the participation of school activity and the active use of Cantonese would induce these students to prefer to identify with the status of Hong Kong.However,several factors could induce these students to be uncertainty about the emotional affiliation of their status, including the negative emotion experienced in Hong Kong and the "human feeling "experienced in Shenzhen,"equally liking"Shenzhen and Hong Kong,and the sense of identity regarding"we are all Chinese".
The Cross-boundary students between Shenzhen and Hong Kong refer to the children with Hong Kong household registration who reside in Shenzhan but study in Hong Kong's educational institutions including kindergarten,primary school and middle school. Mainly adopting the qualitative research method,this study tries to deeply explore the general situation of this special group's status identity and its influencing factors. According to the findings,for the cross-boundary students between Shenzhen and Hong Kong,their status identity is mainly reflected in three aspects,namely status recognition,behavior inclination and emotional affiliation. Regarding the status recognition,the place of birth and the parents' "expectation"would induce these students to prefer to identify with the status of Hong Kong; regarding the behavior inclination,the duration of school in Hong Kong,the participation of school activity and the active use of Cantonese would induce these students to prefer to identify with the status of Hong Kong.However,several factors could induce these students to be uncertainty about the emotional affiliation of their status, including the negative emotion experienced in Hong Kong and the "human feeling "experienced in Shenzhen,"equally liking"Shenzhen and Hong Kong,and the sense of identity regarding"we are all Chinese".
引文
陈海斌,2014,《文化认同:客家族群认同的表达与实践》,《广西社会科学》第9期。
陈友华、佴莉,2012,《跨境学童:缘起、问题与反思》,《江苏社会科学》第4期。
单丹丹,2011,《城市流动儿童社会身份认同及其对心理健康的影响》,陕西师范大学博士学位论文。
邓宇,2015,《流动儿童身份认同现状及干预研究》,云南师范大学博士学位论文。
冯帮,2011,《流动儿童身份认同危机的表现、成因及对策》,《学前教育研究》第7期。
黄瑛,2009,《侬是“上海人”伐?——上海居民身份认同的影响因素研究》,复旦大学博士学位论文。
蒋薇,2012,《流动儿童的社会融入问题研究——以深圳为例》,南京大学博士学位论文。
雷鹏,2012,《流动儿童的身份认同结构、类型及其影响因素》,西南大学博士学位论文。
李继利,2006,《族群认同及其研究现状》,《青海民族研究》第1期。
刘庆、冯兰,2014,《流动儿童身份认同的结构、现状与影响因素分析——基于武汉市的实证调查》,《人文地理》第5期。
梅萌,2014,《香港中小学的公民教育研究》,华中师范大学博士学位论文。
深圳边防检查总站,2017,《深圳边检总站精心呵护深港跨境学童安全顺畅通关》,2月6日(http://www.szbj.gov.cn/news.jsp?columnContentId=412881e35c0b453d015c611e7e5a3469)。
石长慧,2010,《我是谁?:流动少年的多元身份认同》,《青年研究》第1期。
香港立法会,2009,《立法会“研究内地与香港特区家庭事宜小组委员会”为跨境学童做出的安排》,1月27日(http://www.legco.gov.hk/yr08-09/Chinese/hc/sub_com/hs52/papers/hs521207cb2-386-1-c.pdf)。
香港特别行政区政府中央政策组,2013,《居深圳香港家庭的跨境移动模式及其对家庭生活的影响》,1月27日(www.cpu.gov.hk/doc/en/research_reports/final_report_living_across_the_border_migration_pattern_social_integration_and_the_wellbeing_of_HK_families_in_shenzhen.pdf)。
香港新闻处,2011,《立法会十题:跨境学童》,1月27日(http://gia.info.gov.hk/general/201106/15/P201106150116_0116_80234.pdf)。
许传新,2008,《公办学校流动人口子女的身份认同及其影响因素》,《中国农村观察》第6期。
尹书强,2008,《城市流动儿童社会认同问题研究》,中南大学博士学位论文。
袁月梅,2008,《内地跨境及新来港学生的文化及公民身份》,《基础教育学报》第2期。
Bauhinia Foundation Research Centre 2009, Calls for Deepening Cross-boundary Education Cooperation, February 14 (http://www.bauhinia.org/assets/pdf/research/20090407/tchi_HK-SZ_EducationCooperation_MainReport.pdf).
Braun, V. et al. 2008, “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3(2).
Gu, Mingyue Michelle et al. 2012, “Space, Scale and Languages: Identity Construction of Cross-boundary Students in a Multilingual University in Hong Kong.” Language and Education 26(6).
Lo, K. 2006, “Cross-boundary Students between Hong Kong and Shenzhen: A Case Study of Shan Tsui Public School.” Master’s Thesis, University of Hong Kong.
Youniss, James 2011, “Civic Education: What Schools Can Do to Encourage Civic Identity and Action.” Applied Developmental Science 15(2).
Yuen, C. Y. M. 2010, “Assimilation, Integration and the Construction of Identity: The Experience of Chinese Cross-boundary and Newly Arrived Students in Hong Kong Schools.” Multicultural Education Review 2(2).
Yuen, C. Y. M. & R. Wu 2011, “New Schooling and New Identities: Chinese Immigrant Students' Perspectives.” Global Studies of Childhood 1(2).
Zaff, J. F. et al. 2008, “Predicting Positive Citizenship from Adolescence to Young Adulthood: The Effects of a Civic Context.” Applied Development Science 12(1).
(1)根据2001年7月香港终审法院的裁定,中国公民在香港所生的婴儿均享有香港居留权。由此,“双非”儿童开始加入跨境学童的行列。
陈友华、佴莉,2012,《跨境学童:缘起、问题与反思》,《江苏社会科学》第4期。
单丹丹,2011,《城市流动儿童社会身份认同及其对心理健康的影响》,陕西师范大学博士学位论文。
邓宇,2015,《流动儿童身份认同现状及干预研究》,云南师范大学博士学位论文。
冯帮,2011,《流动儿童身份认同危机的表现、成因及对策》,《学前教育研究》第7期。
黄瑛,2009,《侬是“上海人”伐?——上海居民身份认同的影响因素研究》,复旦大学博士学位论文。
蒋薇,2012,《流动儿童的社会融入问题研究——以深圳为例》,南京大学博士学位论文。
雷鹏,2012,《流动儿童的身份认同结构、类型及其影响因素》,西南大学博士学位论文。
李继利,2006,《族群认同及其研究现状》,《青海民族研究》第1期。
刘庆、冯兰,2014,《流动儿童身份认同的结构、现状与影响因素分析——基于武汉市的实证调查》,《人文地理》第5期。
梅萌,2014,《香港中小学的公民教育研究》,华中师范大学博士学位论文。
深圳边防检查总站,2017,《深圳边检总站精心呵护深港跨境学童安全顺畅通关》,2月6日(http://www.szbj.gov.cn/news.jsp?columnContentId=412881e35c0b453d015c611e7e5a3469)。
石长慧,2010,《我是谁?:流动少年的多元身份认同》,《青年研究》第1期。
香港立法会,2009,《立法会“研究内地与香港特区家庭事宜小组委员会”为跨境学童做出的安排》,1月27日(http://www.legco.gov.hk/yr08-09/Chinese/hc/sub_com/hs52/papers/hs521207cb2-386-1-c.pdf)。
香港特别行政区政府中央政策组,2013,《居深圳香港家庭的跨境移动模式及其对家庭生活的影响》,1月27日(www.cpu.gov.hk/doc/en/research_reports/final_report_living_across_the_border_migration_pattern_social_integration_and_the_wellbeing_of_HK_families_in_shenzhen.pdf)。
香港新闻处,2011,《立法会十题:跨境学童》,1月27日(http://gia.info.gov.hk/general/201106/15/P201106150116_0116_80234.pdf)。
许传新,2008,《公办学校流动人口子女的身份认同及其影响因素》,《中国农村观察》第6期。
尹书强,2008,《城市流动儿童社会认同问题研究》,中南大学博士学位论文。
袁月梅,2008,《内地跨境及新来港学生的文化及公民身份》,《基础教育学报》第2期。
Bauhinia Foundation Research Centre 2009, Calls for Deepening Cross-boundary Education Cooperation, February 14 (http://www.bauhinia.org/assets/pdf/research/20090407/tchi_HK-SZ_EducationCooperation_MainReport.pdf).
Braun, V. et al. 2008, “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3(2).
Gu, Mingyue Michelle et al. 2012, “Space, Scale and Languages: Identity Construction of Cross-boundary Students in a Multilingual University in Hong Kong.” Language and Education 26(6).
Lo, K. 2006, “Cross-boundary Students between Hong Kong and Shenzhen: A Case Study of Shan Tsui Public School.” Master’s Thesis, University of Hong Kong.
Youniss, James 2011, “Civic Education: What Schools Can Do to Encourage Civic Identity and Action.” Applied Developmental Science 15(2).
Yuen, C. Y. M. 2010, “Assimilation, Integration and the Construction of Identity: The Experience of Chinese Cross-boundary and Newly Arrived Students in Hong Kong Schools.” Multicultural Education Review 2(2).
Yuen, C. Y. M. & R. Wu 2011, “New Schooling and New Identities: Chinese Immigrant Students' Perspectives.” Global Studies of Childhood 1(2).
Zaff, J. F. et al. 2008, “Predicting Positive Citizenship from Adolescence to Young Adulthood: The Effects of a Civic Context.” Applied Development Science 12(1).
(1)根据2001年7月香港终审法院的裁定,中国公民在香港所生的婴儿均享有香港居留权。由此,“双非”儿童开始加入跨境学童的行列。