印尼华文教育的历史发展与华族身份认同调适——基于印尼华文文学作品的视角  

Chinese Language Education History and Readjustment of Chinese Identification Cognition in Indonesia——From Chinese Literature Perspective in Indonesia

作　　者：马峰[1] MA Feng(Department of Chinese,Sun Yat-sen University,Zhuhai,Guangdong,519080)

机构地区：[1]中山大学中文系,广东珠海519080

出　　处：《民族教育研究》2019年第6期143-151,共9页Journal of Research on Education for Ethnic Minorities

基　　金：中国博士后科学基金第66批面上资助“百年中国新文学对印尼华文文学的影响研究”(项目编号:2019M663342)的阶段性成果。

摘　　要：在不同历史时期,印尼华文教育书写的题材各有偏重,而华族个体与群体的创伤书写是其一大核心主题。华文教育创伤书写的阶段性特征明显,官方对华文的禁绝则是最大的创伤源。在创伤及其前后,印尼华族的身份认同也有相应的变化与调适。1966年之前,新式华文教育从开创到发展都相对平稳,相关议题主要来自于华文学校内部,母语教育使命与族群认同、中国认同紧密相连。1966年至1998年,苏哈托政府强制实施少数民族归化政策,随着华文学校被强制关闭,华文教育进入最为艰难的创伤期,华族的文化认同也被当地的政治认同所遮蔽。1998年以后,在民主改革的宽松文化环境下,国民教育体系开始接纳华文,而去身份化的三语学校成为华文教育创伤的疗愈途径。Historically,Chinese language education focus in Indonesia changes in different stages with writing on individual and group trauma of Chinese ethnic group as one key theme.Official ban on Chinese language using is one main trauma for local Chinese.Identification for Chinese ethnic in Indonesia also changes and readjusts accordingly.Before 1966,starting and development of new style Chinese language education remained stable with key topics coming from Chinese language learning schools.From 1966 to 1998,the government under Haji Mohammad Suharto’s leadership started forcefully implement naturalization of ethnic minority groups,and along with the closing up of Chinese language schools,cultural identity for Chinese ethnic people was ignored by local government.Since 1998,under democratic reform and relaxed cultural environment,citizen education system started to accept Chinese language,which allows de-identificational tri-lingual schools becoming key channel for Chinese language education.

关 键 词：华文教育 印尼 创伤书写 身份认同 华文文学 

分 类 号：G759[文化科学—教育学]