中小学跨文化交流中的符号权力与身份认同建构

Symbolic Power and Identity Construction in Cross-cultural Educational Exchange in Primary and Secondary Schools

基于一项中美学校之间进行的网上跨文化教育交流项目的实践考察，通过把布迪厄的符号权力和符号斗争的概念运用于跨文化交流的分析，研究了参加项目的中国师生的身份认同建构过程。研究结果表明，通过揭示和挑战中国师生社会认知中的二元固化模式，为新的认识世界的方式开辟了空间和可能性，通过增加跨文化交流方面的知识，可以帮助教育者创设能够真实促进跨文化的环境和增进跨文化理解，同时培养师生的平等意识和跨文化交流能力。

By applying Bourdieusian concepts of symbolic power and symbolic struggle to the analysis of an online cross-cultural project between Chinese and American schools, the study examines the identity construction process among the Chinese students and teachers in the project. The research, by revealing and challenging the dichotomy in the social perceptions of the teachers and students and the dualist way of thinking behind it, may open new space and possibilities to understand the world. Furthermore, the study will enrich the knowledge about cross-cultural exchange and thus may help educators to create cross-cultural environment and promote cross-cultural understanding in practice, and meanwhile, it may help teachers and students to improve their awareness of equality and develop good communication ability for cross-cultural exchange.