本文選題：教化 + 族群交往��； 參考：《西南大學》2012年碩士論文

【摘要】：因其具有“追求至善”的絕對價值,教化能使個人突破外在各樣障礙,真正實現(xiàn)自身的成長和自由,產(chǎn)生和洽的社會關系。族群可以指一個民族,還可以向上延伸指向圍繞一紐帶結成的跨民族聯(lián)合體,或向下包含一個民族中的次級群體及其再分群體。族群交往主要指不同族群之間的社會交往互動,它反映了不同族群集團的關系狀況。自古至今,教化就是促進族群交往與融合的重要途徑。作為教化倚重的力量,民族地區(qū)高校承載著社會各方對其在促進族際交往方面所給予的厚望。 作為筆者考察研究對象的南疆某高校是由維吾爾、漢、回、柯爾克孜、哈薩克、塔吉克等六個民族組成的多族群機構。族群交往現(xiàn)狀在五個測度指標體系分別表現(xiàn)為：(1)語言、文字使用。教學上實施雙語教學,管理上明文規(guī)定采用漢語,日常生活等非正式場合,語言的選擇是基于一種有助于溝通的關懷取向；(2)宗教與風俗習慣。學校各族群劃歸為兩類,一是以維吾爾為主、包括回、哈薩克、柯爾克孜等族的成員普遍持有伊斯蘭宗教信仰并恪守相關的習俗,二是漢族成員普遍為無神論者,沒有明確的宗教信仰和文化禁忌,雙方對彼此的態(tài)度為不關乎理解的尊重；(3)分班、分工和居住格局。學校對學生采取以族群身份為依據(jù)的分班、分宿舍管理,對教職工并無明確引導,但后者在分工、居住等方面自發(fā)形成以族群為單位的結合。(4)深層交往類型。整體上,擁有異族朋友的個體比例低,其中又顯示出代際差異和族別差異。跨族婚戀屬于罕見情況,目前這種囿于共同信仰和文化的族際通婚在一定時期內(nèi)很難突破界限擴大規(guī)模。(5)族群認同。大體上內(nèi)含兩個層次和類型,其一是民族身份認同,其二是對所屬的系部和班級認同,兩者不是相互獨立、固定不變的,而是依據(jù)所處的場景交織存在,不過前者在分量、程度、影響上均處于主體地位。該高校族際交往整體局勢平穩(wěn),但也潛藏著一些不和諧的因素,諸如不同程度的族群隔閡、族群偏見與歧視以及事實上的不平等。 該校當前族群交往模式為團體多元化,表現(xiàn)出“共存一分離”二元對立的釋義結構,共存是各族群文化涵化的一個基本產(chǎn)物,而族群間的結構性差異導致了族群關系的分離甚至抵牾趨向�；谠撔８髯迦簩W校文化和”師專人”認同的形成及逐漸強化的事實,“多元一體化”的族群交往模式成為學校和諧族群關系構建中適宜的愿景定位。以教化為視點提出該校達成此愿景的路徑為：其一,實施多元文化教育,積極應對族群文化差異并立的形勢；其二,創(chuàng)建和諧校園,營造各族群和洽交往的整體組織氛圍；其三,消解族群偏見和歧視,倡導族群交往共生共享、和而不同。
[Abstract]:Because of its absolute value of "pursuing the best", enlightenment can make individuals break through all kinds of external obstacles, truly realize their own growth and freedom, and produce and coordinate social relations. The ethnic group may refer to a nation, or it may extend upward to a cross-national union formed around a bond, or it may contain a sub-group and its subdivided group of a nation downward. Ethnic interaction mainly refers to the social interaction between different ethnic groups, which reflects the relationship between different ethnic groups. Since ancient times, enlightenment is an important way to promote the communication and integration of ethnic groups. As the strength of education, colleges and universities in minority areas bear the great expectations of all parties in promoting inter-ethnic communication. A university in southern Xinjiang is composed of six ethnic groups: Uygur, Han, Hui, Kirgiz, Kazak and Tajik. The present situation of ethnic communication in the five measure index system is expressed as: 1) language and characters. Bilingual teaching is carried out in teaching, and Chinese and daily life are adopted in informal situations. The choice of language is based on a solicitude for communication (religion and custom). The schools are divided into two groups. One is the Uighur majority, including Hui, Kazakh, Kirgiz and other ethnic groups, who generally hold Islamic religious beliefs and adhere to the relevant customs. The other is that the Han nationality members are generally atheists. There are no clear religious beliefs and cultural taboos, and the two sides' attitudes towards each other are divided into classes, division of labor and living pattern, which are not related to understanding. The students are divided into classes and dormitories on the basis of ethnic identity, but the latter has no definite guidance to the teaching staff, but the latter spontaneously forms the type of deep communication in the aspects of division of labor and residence. Overall, the proportion of individuals with foreign friends is low, which shows intergenerational and ethnic differences. Interracial marriage is a rare case. At present, it is very difficult to break through the boundary and expand the scale of ethnic identity in this kind of inter-ethnic intermarriage, which is confined to common belief and culture in a certain period of time. In general, there are two levels and types, one is national identity, the other is the identity of the department and the class to which they belong. The two are not independent and fixed, but are intertwined according to the scene in which they are located. However, the former is the component. The degree and influence are in the main position. The overall situation of inter-ethnic communication in this university is stable, but there are also some unharmonious factors, such as different levels of ethnic barriers, ethnic prejudice and discrimination, as well as de facto inequality. The current communication mode of ethnic groups in the school is group diversity, showing the interpretation structure of "coexistence and separation" dualistic opposition. Coexistence is a basic product of the cultural acculturation of various ethnic groups. The structural differences between ethnic groups lead to the separation and even contradiction of ethnic relations. Based on the fact that all ethnic groups in the school have formed and gradually strengthened the identity of the school culture and the "teachers' college people", the "multi-integration" ethnic communication model has become the appropriate vision orientation in the construction of the harmonious ethnic group relationship in the school. The ways to achieve this vision are as follows: first, to carry out multicultural education, to actively cope with the situation of ethnic groups' cultural differences, second, to create a harmonious campus, and to create the overall organizational atmosphere of all ethnic groups and communication; Third, eliminate the prejudice and discrimination of ethnic groups and advocate the coexistence and sharing of ethnic groups.
【學位授予單位】：西南大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：C912.1;G750

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