HKIER

Abstract

This article describes how Taiwanese children studying in a Taiwanese overseas school in China negotiated, (re)formed, and created their identities. As 1.5- and 2nd-generation migrants, those Taiwanese students accommodated, connected, reconnected, and made sense of their border-crossing living and learning experiences between Taiwan and China. A total of 21 students, 1 parent, and 7 faculty participated in this study. They expressed multiple identities with regard to rational and instrumental purposes. Their inner self-identities were deeply rooted by the affective belongingness of Taiwan and diaspora experience of living in China. Students remixed various elements from their cross-strait and cross-cultural living experiences into their own identity (re)formation process. Their practical wisdoms about identity not only differed from their elder Taiwanese businesspersons, but also shed light on theoretical discussions of identity.

Keywords: Taiwanese businesspersons’ children; transmigrants; identity; overseas schools

摘要

本文描述一所在中國大陸的海外台灣學校學子，在學習和成長經驗中協商、形構、重組、與創生自己的身分認同。這些移民的第二代（或1.5代）移居學子適應理解海峽兩側的跨界生活學習，令自己與變動的環境取得連結、創塑意義。研究者邀請了21位具轉學經驗的學生為主要報導人，並邀請7位教師和1位家長為次要報導人進行深度訪談。雖然學生內心的自我認同深植於對台灣的情感歸屬和僑居中國大陸的經歷，但他們向外展演的身分透露出多元且變動不定的認同，其形塑過程不僅來自情感依歸，亦有理性考慮和策略思維。雖然海外台灣學校子女傳承父輩跨界移動的血液，但發展出認同的實踐智慧已與其父母有所不同。他們的核心認同來自家庭，在殊異的學校生活與跨界經驗中培養社群意識，並發展出能適應移居情境的認同混搭。

關鍵詞：台商子女；移民；身分認同；海外學校