教育领域中种族化的他者的建构:蒙特里萨移民背景学生的故事

Fahimeh Darchinian, Marion Magnan, Roberta De Oliveira Soares
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引用次数: 1

摘要

本文从批判种族理论的视角出发,结合生命历程社会学,对社会关系进行了实证研究。我们研究的目的是了解魁北克教育领域的社会关系,特别是在高中,如何在大学中构建固定类别的种族化学生。摘要本研究旨在探讨不同种族背景的学生在教育领域的种族化过程,分析10名移民大学生的自我报告关系体验。在叙事探究的基础上,通过对回溯性生活故事访谈的分析,可以从“完全种族化”和“不完全种族化”两大类来解释种族化过程的复杂性。在“完全种族化”的范畴中,协商支配关系导致了种族化他者的建构。在“不完全种族化”类别中,建设过程正在进行中。我们的研究表明,高中社会关系有助于固定的黑人和拉丁裔种族群体的构建。学校的人际关系在移民背景学生的种族化中发挥了作用,尽管范围有限,但在学校的坚持可能是他们种族主义经历的逆转策略。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The construction of the racialized Other in the educational sphere: The stories of students with immigrant backgrounds in Montréal
This paper presents the results of an empirical study of social relations from a critical race theory perspective crossed with the sociology of the life course. The objective of our study was to understand how social relations in Quebec’s educational sphere, specifically in high school, construct fixed categories of racialized students in university. With the aim of discovering the underlying process of racialization of the students of racial backgrounds in educative sphere, the study analyzes the self-reported relational experiences of 10 university students with immigrant backgrounds in Montréal. Based on a narrative inquiry, the analysis of the retrospective life story interviews allowed to explain the complexity of the process of racialization in two categories of “complete racialization” and “incomplete racialization.” In the “completed racialization” category, negotiating domination relationships results in the construction of a racialized Other. In the “incomplete racialization” category, the construction process is in progress. Our study has shown that social relations in high school contribute to the construction of fixed Black and Latinx racialized groups. Interpersonal relationships at school play a role in the racialization of students with immigrant backgrounds, and, although limited in scope, persistence in school may be a reversal strategy for their experiences of racism.
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