內地跨境及新來港學生的文化及公民身分

本文是一項質化研究成果之一，旨在從三方面探討香港內地跨境及新來港學生的文化及公民身分認同：（一）對香港社會的觀感，（二）對「香港人」或「中國人」的身分認同，和（三）希望將來生活居住的地方等。資料來自六所香港小學；研究方法包括：學生、老師、校長和家長訪談，課堂內外伴隨觀察，圖象辨識（內地及香港著名政治人物及地標名稱）及書寫短文「我的國家」等。本文主要報告學生訪談的研究成果。研究發現兩組學生對香港社會普遍持正面觀感，但對社會整體政治、民生民情認識極為有限。在文化及公民身分認同上，跨境學生比新來港學生更是處於過渡和摸索的階段，介乎於香港人和中國人之間。因此，他們對期望未來定居的地方也較新來港學生不肯定，而礙於地理環境阻隔，對香港社會的歸屬感也不強。反之，新來港學生雖然對自己是中國人的意識比較強，卻較為肯定指出喜歡在香港定居。
This article is a qualitative research output. It aims to investigate the cultural and civic identity of cross-boundary students (CBS) and newly-arrived students (NAS) from Mainland China from three aspects: (1) their views of Hong Kong society, (2) views of their “Hong Kong” and “Chinese” identity, and (3) their desired place of future residence. Data were collected from six primary schools in Hong Kong. Research methods included: in-depth interviews with the two target student groups, their teachers, principals and parents; student tracking; picture recognition (of famous political figures or places in Mainland China and Hong Kong) and a short essay on “My Country”. This article mainly reports on the findings of student interviews. The research found that although both student groups had a positive view of Hong Kong in general, they had a very limited understanding of the political and socio-cultural aspects of Hong Kong society. Regarding their cultural and civic identity, the CBS, compared to the NAS, were found to be at a more transitional and exploratory stage and more uncertain as to whether they were “Hong Kongers” or “Chinese”. They were also less certain about choosing Hong Kong as their desired place of future residence than the NAS. In contrast, although more NAS identified themselves as Chinese, they were more certain about choosing Hong Kong as the desired place of future residence than the CBS. Copyright © 2008 香港中文大學香港教育研究所.