Pérez-Izaguirre Elizabeth
Department of Didactics and School Organization, University of the Basque Country (UPV/EHU), Bilbao, Spain.
Front Psychol. 2019 Jul 30;10:1741. doi: 10.3389/fpsyg.2019.01741. eCollection 2019.
Interaction in educational environments might refer to a set of relationships between individuals in a school system. These links can be considered within a power-relations framework that includes the role of each of the subjects in a school and its community. This paper focuses on "transgressive" interactions involving adolescent students from diverse ethnic backgrounds in a Basque secondary school and relies on the concept of identity-in-interaction from a sociocultural approach, according to which, identity is constituted in a process of exchange between two or more parties. This research is drawn from the results of an ethnographic study conducted between July 2015 and June 2016 in a Basque secondary school attended by a high proportion of immigrant students, which shares characteristics with the broader Basque educational context. The methods used to collect data included documentary analysis, 9-months of participant observation, 36 in-depth interviews and four focus groups. Transgression in this context refers to the act of questioning socially established limits of behavior, which is considered typical during adolescent years. I categorize three types of student interaction as transgressive: personal, civic, and social limit transgressions, which involve challenges to peer-interpersonal, institutional, and community rules of interaction, respectively. In the Basque Country there are two official languages, Basque and Spanish, and students are instructed in both languages. They must daily face the particularities of a bilingual society where Basque is still a minority language. Community transgression is noteworthy, as immigrant students resisted the rule enforcing Basque instruction, leading to intercultural conflict with teachers. The study argues that identity can be constructed through transgression: immigrants' refusing to learn Basque is a matter of rebellion that acts as an identity marker. This study contributes to the discussion of identity-in-interaction. Based on empirical data it uses the framework of transgression in multi-ethnic educational environments to consider community languages in a broader power-relations framework.
教育环境中的互动可能指学校系统中个体之间的一系列关系。这些联系可以在权力关系框架内进行考量，该框架包括学校及其社区中每个主体的角色。本文聚焦于一所巴斯克中学里不同种族背景的青少年学生之间的“越界”互动，并依据社会文化视角下的互动身份概念展开研究，根据这一概念，身份是在两个或多个主体之间的交流过程中形成的。这项研究源自2015年7月至2016年6月在一所巴斯克中学进行的人种志研究结果，这所学校有很大比例的移民学生，与更广泛的巴斯克教育背景有共同特点。收集数据所使用的方法包括文献分析、为期9个月的参与观察、36次深度访谈以及4次焦点小组讨论。在这种背景下，越界指的是对社会既定行为界限提出质疑的行为，这在青少年时期被认为是很典型的。我将学生的三种互动类型归类为越界：个人越界、公民越界和社会界限越界，它们分别涉及对同伴人际互动、制度性和社区互动规则的挑战。在巴斯克地区有两种官方语言，巴斯克语和西班牙语，学生同时接受这两种语言的教学。他们每天都必须面对双语社会的特殊性，在这个社会中巴斯克语仍然是少数群体语言。社区越界值得关注，因为移民学生抵制强制进行巴斯克语教学的规定，从而与教师产生了跨文化冲突。该研究认为身份可以通过越界来构建：移民拒绝学习巴斯克语是一种反抗行为，它成为了一种身份标志。这项研究有助于关于互动身份的讨论。基于实证数据，它在多民族教育环境中使用越界框架，在更广泛的权力关系框架内来考量社区语言。
