珠三角臺商子女跨界流動的學習經驗及其身分認同意象

Abstract

近20年來，隨著大陸經濟與生活環境提升，有愈來愈多的臺商「舉家遷移」到大陸生活，臺商家庭在珠三角寄鄉採跨兩岸的移動模式在當地生活。而臺商子女在跨兩岸的社會場域下，由於他們是「移民第二代」（或第1.5代），容易有「無根的」漂泊心理，或多或少有「身分定位」的迷惘，會追問：「我從哪裡來？我在哪裡？我要走向哪裡？我怎麼去？」「我過去是誰？現在是誰？未來又會是誰？」「他人認為我是誰？」等一系列有關個體和群體身分的問題。面對這些問題，他們必須有和諧一致的完整詮釋，才能有效因應環境經常轉變所帶來的心理風險，讓自己與變動的環境，取得意義聯結和重建關係。於是，我從分別訪談：曾就讀臺商學校、大陸學校及國際學校的學生共21位（臺灣籍17位，菲律賓籍2位，香港籍1位，多重國籍1位），臺校校長及教師共6位，臺校家長1位。關注問題為臺商子女多少經歷跨兩岸或國際文化的洗禮，他們形成何種身分認同意象。本研究根據實徵資料獲致下述的結論： 一、臺商家庭移居珠三角寄鄉之動力來自追求更好的個人或企業發展之機會，當地生活與教育環境的提升是其舉家搬遷的重要因素，而在移居過程中，臺商子女無形中傳承父輩跨界移動的性格。 二、持續的跨兩岸移動生活模式為臺商家庭在珠三角寄鄉工作、生活或學習，提供抱團取暖的支持系統，並形塑出臺商族群的身分意識。 三、臺商家庭在珠三角寄鄉擇校考量，是以培養子女健全品格及跨界移動能力為目標，故品格教育、英語學習及升學機會是臺商家庭擇校的主要指標，但家庭經濟能力則限制實際的擇校空間。 四、當前兩岸政府的相關政策大致有助臺商子女跨兩岸移動。移居政策開放友善；教育政策有助臺商子女在當地安定與跨界學習，也促進臺校生源增加。 五、珠三角寄鄉不同類型的學校教育，對臺商子女的身分認同具有不一樣的劃界與跨界促進作用。 六、臺商子女對臺灣原鄉具有濃厚的原生情感，本島臺灣人的人文素養更是支撐他們把自己歸屬為臺灣人身分的關鍵，故其對臺灣原鄉有落葉歸根、回饋故里之情感認同。 七、臺商子女移居珠三角寄鄉懷著過客的暫居心態，大陸人缺乏現代文明素養與生活品味是他們不願融入當地生活的原因，但高速的城市建設及廣大的開發市場是其考量繼續留在大陸工作的原因。 八、跨界生活與學習經驗對臺商子女的身分認同具有深化與混雜的促進作用，對自己身分的歸屬主要來自情感認同，對他人展演自己的身分則有較多工具利益上的考量。 九、跨兩岸的家庭、學校與社會環境對臺商子女的身分認同各有不同程度與層面的影響。家庭影響力呈現在核心價值觀念的形塑，學校影響力則在凸顯族群視野意識的拓展，社會影響力則深化既有的臺灣人身分歸屬。 After the founding of Taiwanese Businessmen’s Dong Guan School (TBDGS) in year 2000, more and more parents have decided incorporating family and business lives by moving to Pearl Delta Region (PDR) in the Southern China. I have observed that the accommodation, connect, reconnect, and sense-making of cross-cultural living and learning of these businessperson children are key challenges to their identity formation. Thus, my study focuses on students’ identity formation under the cultural cross-strait and cross-nation context. Twenty-one students (17 from Taiwan, 2 from Philippines, one from Hong Kong, and 1 with dual-citizenships from both A and B), and one parent, the principle, and six teachers of TBDGS, were interviewed. This dissertation concludes as follows: 1.The prosperous business around PDR has attracted Taiwanese Businesspersons for decades and parents have been motivated to migrate with respect to the distinct improvement of living and educational conditions. Meanwhile, their offspring also inherits family characteristic of trans-boarder migrations. 2.The family supporting system of Taiwanese businesspersons are fueled by the gear-shifting lifestyles between frequently travelling in Taiwan and China. Such lifestyle also formulates the identity of businessperson community. 3.Parents take seriously about characteristic cultivation and trans-boarder mobility of their children. In terms of school choice, the opportunity of character education, English learning, and future advancement to prestigious schools are considered critical. However, parents may have limited options depending on their own economic affordance. 4.The education and immigration policies of Taiwan and China are overall friendly to businesspersons and their children. This also helps TBDGS overcome the challenge of student recruitment and retention. 5.Boarder-crossing and/or boarder-defining are promoted differently based on the different types of schooling. 6.Affectively, Taiwanese identity of those businessperson children is mainly supported by Taiwan’s civilization and literacy. Considering the gaps of lifestyles between Taiwan and China, they are not willing to be acculturated like Chinese people. However, they are also realistic in terms of staying in PDR because of its thriving markets and growing opportunities. 7.Therefore, the trans-boarder living and learning experience is a “remix” of identity (re)formation. Taiwanese businesspersons’ children express their multiple identities with regard to realistic and instrumental purposes. Merely, their inner, self-identities are actually determined by the affective belongingness of Taiwan. 8.The characterization of such children’s identity is achieved in multi-folds: Core value is constructed by family members, community awareness is envisioned by schools, and the identity is crystallized by the societies.