摘要
融洽的人际关系是西藏班(校)学生在异地求学成才的重要因素。在对西藏班(校)学生CQ(化名)14年异地求学生涯这一个案进行剖析后发现:西藏班(校)学生群际交往实践并非只是两个人群间的跨文化互动,同时也受到了社会空间情境的形塑。经由学校这一微型社区中的空间区隔、空间叠加和空间互嵌等一系列不同的社会空间安排,西藏班(校)学生的群际交往实践呈现出内卷化,悬浮化和一体化等差异化表征。研究启示:有关教育机构在教育政策实施过程中应注意到政策执行中可能产生的非预期后果,在今后的西藏班(校)政策实践中应尽可能地塑造具有可参与性的公共交往空间,为学生之间的和谐相处创造一个宽松多元的交往氛围。
Harmonious relationship is the key to their success in studying in the mainland. Based on the analysis of the case of Tibetan student Tashi’s 14 years study career in the mainland,this paper explores the communication practice of Tibetan students in the mainland from the perspective of social space. It is found that the communication between the Tibetan students and Han students is not only a cross-cultural interaction,but also shaped by the social space context. Through a series of different social spatial arrangements such as spatial separation,spatial overlay,and spatial embedding in the school which as a micro-community,the interethnic communication practice of Tibetan class( school) students in the mainland shows the characteristics of internalization,suspension and integration,and show the separated or integrated relations. Finally,the reality enlightenment of the study is the relevant educational institutions in the implementation of national education policy should pay attention to the unintended consequences,we should make as far as possible a participatory space for public communication in the future policy practice,to create a loose and diverse communication atmosphere for the harmonious coexistence of Tibetan students and Han students.
作者
张波
Zhang Bo(College of Literature and Media,Guizhou University,Guiyang,Guizhou 550025,China)
出处
《西藏研究》
CSSCI
北大核心
2021年第4期68-75,共8页
Tibetan Studies
基金
2018年贵州大学人文社会科学青年项目“跨文化传播视野下少数民族大学生的同伴关系适应研究”(项目编号:GDQN2018012)阶段性成果。
关键词
西藏班(校)
教育
社会空间
“三交”
Tibetan Class(School)
Education
SocialSpace
Association,Communication and Integration
