「ボーダー」に生きる人々の教育戦略 : 在カンボジア・ベトナム系住民と学校
国際教育協力論集 21 巻 1 号
17-32 頁
2018-10-31 発行
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この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/47091
| ファイル情報(添付) | |
| タイトル ( jpn ) |
「ボーダー」に生きる人々の教育戦略 : 在カンボジア・ベトナム系住民と学校
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| タイトル ( eng ) |
Schooling in Borderlands: Educational Strategies of Ethnic Vietnamese Families in Cambodia
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| 作成者 |
荻巣 崇世
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| 収録物名 |
国際教育協力論集
Journal of international cooperation in education
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| 巻 | 21 |
| 号 | 1 |
| 開始ページ | 17 |
| 終了ページ | 32 |
| 収録物識別子 |
[PISSN] 1344-2996
[EISSN] 1344-7998
[NCID] AA11281847
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| 抄録 |
This paper aims to better understand the educational strategies of legally and socially marginalized migrants living in borderlands. Drawing on a qualitative case study I conducted in ethnic Vietnamese communities residing along the Tonlé Sap lake in Cambodia in March and June 2017, this paper explores how stateless families in these communities anticipate their future and try to achieve their aspirations through schooling.
This research employs Pierre Bourdieu’s (1984) notion of educational strategies, with which families strategically make decisions regarding education for their children to maintain or move up their social strata (cultural reproduction). Existing research mainly cover legal migrants who at least have civil status and thus have access to public schools both in their home and host countries. In contrast, many ethnic Vietnamese families do not have access to neither Cambodian nor Vietnamese public schools due to the lack of proper documentation, although they regard Cambodian public schools as the only means by which their children can get out of statelessness and achieve social integration into Cambodian society. To ensure their future survival, children in ethnic Vietnamese communities are therefore educated in community-run schools, and are taught basic Vietnamese literacy and numeracy skills. Both Cambodian public schools and community-run schools, against families’ aspirations, result in reproducing statelessness among ethnic Vietnamese children. The strategies taken by those living outside the framework of the nation-state—such as stateless ethnic Vietnamese families in Cambodia—pose important questions regarding current educational systems, which are tightly linked to the nation-state building. These questions would help us refresh the ways we think about research and practice of international cooperation in education. |
| 内容記述 |
本稿は、「アジアの越境する子どもたちとトランスナショナル階層社会の出現に関する実証研究（科研費番号：5316H02737、研究代表者：石井香世子）」の一部として実施した調査に基づくものです。
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| NDC分類 |
教育 [ 370 ]
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| 言語 |
日本語
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| 資源タイプ | 紀要論文 |
| 出版者 |
広島大学教育開発国際協力研究センター
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| 発行日 | 2018-10-31 |
| 権利情報 |
Copyright (c) 2018 広島大学教育開発国際協力研究センター
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| 出版タイプ | Version of Record（出版社版。早期公開を含む） |
| アクセス権 | オープンアクセス |
| 収録物識別子 |
[ISSN] 1344-2996
[NCID] AA11281847
|
