【作者】 李永；

【导师】 周洪宇；

【作者基本信息】 华中师范大学 ， 教育史， 2012， 博士

【副题名】旧金山华人教育的历史考察（1848-1943）

【摘要】 一部美国史几乎就是一部移民史。在这其中有一个特殊的族群,在法律上他们曾经作为单一种族受到移民限制,其子女遭受隔离教育政策影响,起初他们被称为“黄祸”,而后又被誉为“模范族裔”,这个族群就是美国华人。1848年淘金热以来,华人几乎都是从旧金山登陆,因而旧金山也就被视为跨越新旧世界的大门,也是当时美国第一大华埠。从文化角度来说,旧金山聚居的华人在异域移植着本民族的文化,并与强势的美国文化相抗衡,华人社会中的中美二元文化矛盾非常突出,中美二元教育的文化影响也给华人子女带来了极大的困惑。此外,1943年废除排华法以前,旧金山种族隔离教育的历史也最具代表性。有鉴于此,本文选择1848年华人淘金移民至1943年美国废除排华法这一时段,通过对旧金山华人延续传统文化的家庭教育、中文学校以及施加美国化影响的公立学校与教会学校的考察,反映华人子女的文化心态,并以具有典型性的个案研究为佐证,从社会、民族、历史、文化以及心理学的角度探讨中美二元教育对土生华人文化认同的影响。除引言和结语以外,本文分为四章。第一章：对从华南到旧金山这一跨太平洋华人社会的历史描述。通过对华人移出地华南和移入地旧金山的社会历史考察,并借用米德“三喻文化”理论,分析华南社会文化、美国社会文化与旧金山华人社会文化三者之间的区别与联系。这是本文的一个先导性研究,意在从学理上揭示由于文化特性不同所造成的中美不同文化对华人教育活动的影响。第二章：对旧金山华人公立学校与教会学校的考察。排华期间,由于饱受隔离教育政策的危害,旧金山华人一直为争取平等教育权而斗争。在公立学校内外,华人子女还遭遇到了各种歧视。基于传教与教育的双重目的,针对华人的教会学校在旧金山得到了长足发展,许多华人子女在此接受了英文教育。作为美国的社会机构,公立学校和教会学校是对少数族裔施加同化影响的主要渠道,在这其中英语学习对华人子女的同化起着重要的作用。第三章：对旧金山华人家庭教育与中文学校的考察。华人家庭是华人教育活动得以开展的先决条件,随着旧金山华人社会从分裂家庭走向双亲家庭,华人子女的家庭教育才逐渐走向正常化。父母的教育方式以及对子女的期望直接影响了子女对中国传统文化的认同。华人父母崇尚教育的传统与二战前的兴学活动,直接促进了旧金山华埠中文学校的发展。中文学校通过民族语言与文化的教育,也激发了华人的民族觉悟和爱国情感。第二、三章是实证性基础研究,是本文研究的基石,主要依靠丰富详实的中英文史料,展现土生华人子女的教育经历以及文化冲突下的心理状态,其中包括微观的教育活动描写和典型个案分析。第四章：教育对华人子女文化认同建构作用的分析。在华人子女成长过程中,中美二元教育作为二种文化传递活动,不仅影响了华人子女对待自身、对待华人群体和主流社会的态度,也对他们的文化认同转向起到了至关重要的作用。但是受制于中美复杂的社会因素,教育对文化认同的作用也是有限的,整体上受制于美国社会对华人社会从排拒到接纳的历史过程,其中来自主流社会的态度改变、种族歧视、隔离教育,不仅妨碍了华人教育的正常发展,还导致了华人子女文化认同的代际差别,并呈现阶段性的发展特征。结语：在对1848-1943年间旧金山华人教育史的考察中,笔者发现：排拒与接纳构成了华人社会和教育发展的基调；教育对美国华人尤其是土生华人文化认同的转向起到了关键作用：经历中美二元教育的土生华人,通过理性的分析与认识,从中美文化中吸取养分,构建了“美国华人”的新认同；旧金山华人教育的研究启示在于华文教育应该更多关注华文教学的文化性,文化和合应该成为中西文化交流的主题。更多还原

【Abstract】 The history of America is a history of immigration. During this long time, there is a particular ethnic group which had been regarded as a separate racial in law and excluded on immigration, and their children were suffered from segregated education. They had initially been referred to as "The Yellow Peril", and later known as "The Model Minority"--this is Chinese American immigrants.Since the gold rush in 1848, the Chinese almostly landed from San Francisco, which made this city as a door of the old and new world, as well as the largest Chinatown in America. From a cultural point of view, the Chinese inhabited in San Francisco transplanted our nation culture into a foreign country and competed with the strong American culture, thus the Sino-US dual culture conflicts in Chinese society was very prominent, and the cultural impact of Sino-US dual education also brought a great deal of confusion to Chinese children. Before the repeal of the Chinese Exclusion Act in 1943, the history of segregation education in San Francisco was also the most representativeHas given this, the article seeks to specific analysis of the San Francisco Chinese family education (which is the continuation of the traditional culture), Chinese school, Church school as well as the public school imposed by American influences during the period of the Chinese Gold Rush immigrants in 1948 to the repeal of the Chinese Exclusion Act in 1943. By reflecting the cultural mentality of the Chinese children and the typical case study as strong evidence, this article is trying to explore the impact of dual education between China and the United States on the construction of cultural identity and the identity of the native-born Chinese from the perspective of social, ethnic, historical, cultural and psychological.In addition to the introduction and conclusion, this article is divided into four chapters.The First chapter describes the history of the cross-pacific Chinese society from South China to San Francisco. traditional Chinese Society in South China and the Chinese community in San Francisco after the Gold Rush. By studying the original place South China and the immigration target San Francisco from the angle of social, historical and cultural, as well as referring to Mead’s Three-Figurative Culture Theory, this chapteranalyzes the difference among the social and cultural of South China,American society and the Chinese society in San Francisco. This is a pilot study in this article, and it is intended to reveal the influences to the education activity of Chinese by the different cultures between Chinnese and the United States.The Second chapter investigates the Chinese public schools and missionary schools in San Francisco. The segregated education policy was a manifestation of racial discrimination to the education rights of Chinese children. Therefore, the Chinese in San Francisco hadbeen fighting for an equal education right. Besides studying, Chinese children still faced discrimination from mainstream society during the course of employment. Chinese children had suffered all kinds of discrimination inside and outside the public schools. Compared with public schools, church-sponsored schools treated the Chinese a little more fair, hence many Chinese children learning there and learned English as well. Among the American social institutions, public schools and missionary schools were the main channel of the assimilation impact imposed on ethnic minorities, in which learning English played an important role on the Americanization and the Christianization of the assimilation of Chinese children.The Third chapter introdues the investigation on the family education and the Chinese School in San Francisco. Family was a prerequisite element for Chinese educational activities. The family education for children in Chinese families moved towards normalization along with the splitted families in Chinese community in San Francisco turned into two-parent families gradually. Driven by the tradition of advocating education in Chinese parents and the education promoting activities before World War Ⅱ, Chinese schools in Chinatown of San Francisco developed rapidly. By learning the national language and culture, Chinese schools stimulated the national consciousness and patriotic feelings of the Chinese in America.The second and third chapters’ empirical research is the cornerstone of this study, it shows the native born Chinese children’s education experience and their psychological state under the cultural conflict, including a microscopic description of educational activities and the analysis to typical cases.The fourth chapter analyses the education influence to the cultural identity construction of the Chinese children. During the growing of Chinese children, as a cultural pass activity,Sino-US Dual Education not only affected the attitude how Chinese children treat their own, the Chinese community and mainstream society, but also played a key role in their cultural identity. But subjected to the complex social factors, education on the cultural identity is limited. Attitudes changed from the mainstream society, racial discrimination, segregation education and social change, not only hinder the normal development of education of Chinese, also lead to the inter-generational differences of the Chinese children cultural identity, and present development characteristics of stage.From the investigation to the education history in 1848-1943 of the Chinese in San Francisco, I find that:both exclusion and acceptance constituted the tone of the Chinese social and education development; education played a decisive role in the transition of cultural identity of Chinese Americans especially native born Chinese-they were educated by Sino-US dual education, absorbed nutrients from both Chinese and American culture, and finallygained a new identity as Chinese Americans; the enlightenment of the Chinese education in San Francisco is that the Chinese education should be more concerned about the cultural, and the culture harmony should be the theme of cultural exchange between China and the West.更多还原