Migrating Dreaming:The Migration And Eduacational Investments of City Indigenous People

• Main Authors: Chen, Hsiaoyen, 陳曉妍
• Other Authors: Wu, Tsungli
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/12404963288852848740

碩士 === 國立屏東教育大學 === 社會發展學系碩士班 === 101 === There are two research questions in this study: first, the urge of change dwelling of the city indigenous people in Ping Tung, and the correlation between the change dwelling and the investments of children education. Second, the situation of the city indigenous people’s educational investments and the expected benefits from those investments they would like to have. The main strategy of the study is interviewing method of the qualitative research, and the collected data will be coded, categorized, analyzed and checked. There are seven summarized findings as follows: 1. City indigenous people consider the urge of moving away from their hometown is caused by the stereotypes of the education quality in the indigenous areas; in the words, there are huge negative cultural influences in the indigenous areas, and people change dwellings are affected by the trend aroused by indigenous elites 2. The attraction of the city are including of the multi-dimensional educational resources and the convenience. The most important attraction of change dwelling is the resources of education, living in the city will be none attractive at all if ruling out of the factor of education. 3. The city indigenous people are specified group who are neo middle class and value education affirmatively, so they are identified as neo city indigenous people, and their reasons of change dwelling would be focused on their highly value of education. Also, most interviewees experienced house renting in the past which is the reason to strengthen their will to purchase estates in the city to offer a well-functioned home in the city. 4. The differences between city and indigenous areas are: the cultural disadvantage of distant rural indigenous areas, the incredulously educational quality caused by overwhelmingly uneven practices on indigenous cultural dancing and singing classes, students’ numbers are few and so no competitive companions. Family structures, social and economy status, and parents’ values of indigenous people are not so well-functioned as city parents. 5. There are several kinds of educational investments of city indigenous people: creative arts class, cram school, after school educational center. Besides, the definition of educational investments of interviewees is limited on the investments of different kinds of cram schools. For interviewees, there is no differentiation in creative art class, cram school, or after school educational center, they all respond them as cram schools. 6. Basically, there are three trends of educational investments of city indigenous people: 1. constant revising educational investing conceptions based on parenting experiences; 2. to feed without teaching is a blame to the father；3. English learning is a must and in higher priority than mother tongue learning. 7. The educational expectations of city indigenous people are effected by individually different educational experiences and parent-children relationship, so those expectations are very much different individually.