【作者】 陈迎雪；

【导师】 朱文富； 贺国庆；

【作者基本信息】 河北大学 ， 外国教育史， 2007， 博士

【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。更多还原

【Abstract】 In accordance with the methodology and world view of historical and dialectical materialism, with sufficient historical data, this dissertation mainly studies the education history of Chinese Americans from the middle of 19th century up to now, which is more than 150 years. From the two aspects of the public and the private educations, the educational procession that Chinese Americans have experienced from segregation to amalgamation and final to pluralism is seen through. In this way, we have a deeper understanding about Chinese Americans’educational history and the success or failure of it. This dissertation aims at providing beneficial reference and inspiration for the current reformation and development of education in China, which is placed in the multicultural amalgamation and conflicts.From 1848 to 1881, the education of Chinese Americans was on the stage of inception. Driven by some economic factors, Chinese Americans arrived at the west coast of America. The Chinese traditional culture formed the Chinese culture itself with a core system of value based on Confucian. Even though the Chinese immigrants were staying in the Chinese anti-social environments, they still adhered to their traditional values of education. When Chinese children have been completely excluded from the public education, the growing Chinese language schools assumed the functions of the general education.From 1882 to 1942, apartheid was the most rampant in the United States. Chinese exclusion act of the United States was vigorously implemented as a national policy, and Chinese Americans suffered a rather unfair treatment. Meanwhile, Public education of Chinese Americans displayed a mixed picture. When the majority of Chinese Americans in California were placed in segregated schools, The Chinese in New York fortunately avoided discrimination in education just because of the small population. In the southern states of the United States, Chinese Americans were embarrassed between refusal and admission. Because of Hawaii’s unique geographical location and social environment, greater educational space was given to Chinese Americans, who afterwards became the first successful Chinese Americans. As a positive response to the discrimination in education, the Chinese social institutions played a role in education, set up Chinese language schools, and made the prosperity of the Chinese private education ensue, and formed a new way of Chinese Americans education. With the existence of the exclusion law of the United States, Chinese Americans education was still isolated with a strong conservative color, and it was an inevitable result of exclusion and isolation system at that time.From 1943 to 1978, there was a major turning point in the Chinese Americans community. During this period Chinese Americans gradually became aware of winning their equal right of education. They must go out of Chinatown, joined in other minorities to struggle. In the field of public education, the Chinese Americans not only achieved the integration of public education, that is, the school segregation was no longer in existence, but also won the rights to do the Asian American studies in universities and bilingual education in primary and secondary schools. New types of language schools emerged and the educational practicing activities of the new Chinese organizations promoted the further development of Chinese education. Chinese education also evolved forms of supplementary aids for public education, and the weekend Chinese classes were spread out. After World WarⅡ, many Chinese overseas students, with the change of their status, converged on the trend of Chinese immigrants. They were a group of outstanding young students and they significantly improved the overall educational level of Chinese Americans, and they played a certain role in promoting Chinese to "model minority" in the United States. The great improvement of the quality of the Chinese population, and the improvement of socio-economic status, both speed up the assimilation between Chinese and the mainstream of American society.Since 1979, both the educational development of Chinese Americans, and exchanges and cooperation of education between China and the United States have stepped into a new period. Chinese have jointed other minority groups in fighting for their human rights and the fair education, in which they made historically significant progress. Asian studies and bilingual education programs have been further developed and expanded. Chinese language schools have taken new changes in the form, and the prospects of the Mandarin Chinese schools are bright. The Chinese government resumed the assistance and support for the overseas Chinese schools. The immigrants from the mainland of China continued to promote the development of Chinese language education in the United States. The number of Chinese language schools dramatically increased, so various associations of Chinese schools came into being. Chinese education has been gradually integrating into the American educational fields.Chinese Americans have made fruitful achievements in the development of education, its experience and lessons are worth learning from by the posterity. In view of its future development direction of Chinese education, which way should Chinese Americans education go, amalgamation or pluralism? I suggest making an effort to pursue pluralism in the foundation for amalgamation, exerting the biggest value of the Chinese culture possibly that has been already confirmed by the educational history of Chinese Americans, which constitutes important part in the multicultural of the United States. As long as American remains ethnically and racially diverse, the issue of how to define and maintain educational equality will probably always be present. The education of Chinese Americans need to rely on the Chinese culture as a basis and publicize its own culture, and at the same time solidify the power of each ethnicity, making a clean sweep of the obstacle of the racial discrimination for the development of Chinese Americans’education.更多还原