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Vinsamlegast notið þetta auðkenni þegar þið vitnið til verksins eða tengið í það: http://hdl.handle.net/1946/17427

Titill: 
  • ...ég er fædd í Kína en á heima á Íslandi og ég er ættleidd og ég er stolt af því ... : tvímenningarlegur heimur ættleiddra barna
Útgáfa: 
  • Desember 2013
Útdráttur: 
  • Börn sem ættleidd eru til Íslands erlendis frá koma frá mörgum þjóðlöndum og úr ólíkum áttum. Þau eiga aftur á móti sameiginlegt að alast upp án líffræðilegra foreldra og fjarri fyrri heimaslóðum. Talið er mikilvægt fyrir börnin að þau haldi
    nokkrum tengslum við upprunalandið, að tengslin efli skilning barnanna á ættleiðingarferlinu og stuðli að þroska jákvæðrar sjálfsmyndar. Í greininni er fjallað um tvímenningarlega félagsmótun ættleiddra barna og rýnt í fræðin til
    að skýra og skil greina hvað átt er við þegar fjallað er um þessi málefni. Kynnt er rannsókn þar sem rafræn spurningakönnun var send til tíu telpna sem allar voru ættleiddar frá Kína. Þær voru meðal annars spurðar um uppruna sinn og tengsl við upprunalandið. Með rannsókninni var leitast við að skilja hvað telpurnar telja mikilvægt við þau tengsl og uppruna sinn og
    greina hvað þeim finnst um að vera ættleiddar frá Kína.
    Í rannsóknum á undanförnum árum hafa komið fram sterkar vísbendingar um að foreldrar ættu að huga að tvímenningarlegri félagsmótun en hver og einn þarf að finna þær leiðir og áherslur sem henta hverri fjölskyldu. Álykta má af rannsókninni
    að margt sem snertir upprunann sé mörgum ættleiddum börnum ofarlega í huga. Með frekari rannsóknum má átta sig betur á þessu og varpa frekara ljósi á möguleika fólgna í tvímenningarlegri félagsmótun.

  • Útdráttur er á ensku

    Over 600 children have been adopted internationally to Iceland. They come from many different countries, but the largest groups are from India and China. What these children have in common is that they were abandoned by their biological parents and adopted from their country of birth. It is regarded valuable to keep some ties with the country of origin and considered important for the child's ability to understand the process of adoption and to develop a positive identity rooted in two cultures. The article focuses on the bicultural socialization of adopted children by exploring research and theoretical perspectives to explain and define what we mean when dealing with these issues. The discussion regarding bicultural socialization and adopted children has not been significant in Iceland. Nevertheless, this is an issue that touches most of those who adopt children
    from other countries than Iceland. When the child seems to have a different
    racial background than its parents and even siblings, issues related to identity
    and identifying with others are of matter to the child’s well-being. Ethnic and cultural
    exploration is one path to develop an understanding of how and why these
    children are different from others, a way to build personal biographies that bring
    together adoption, race, and national origin (Tessler and Gamache, 2006).
    The aim of the study introduced in this article was to gain insight into the opinions
    and attitudes of girls adopted from China on the topic of their connection
    with China and their origins and their experience of being adoptees from China.
    The participants, ten girls, seven to nine years old, were sent an electronic questionnaire
    and asked about various details of their origin and relationship with
    China. They could also write comments if they liked and add more details to their
    answers. The results show that issues concerning their country of origin are of
    great interest to all the girls. Also they regard it as important to keep in touch
    with other adopted peers, specially other girls who came in the same group from
    China, defined as their China-sisters. The connection with China seems to be a
    valuable part of the girls´ identity. The girls participate in various events which
    might be described as cultural experiences and entertainment. They express an interest in taking part in events and leisure activities which have to do with China
    or Chinese culture and say that it is very important to learn about the country.
    The majority of the girls claim that they are proud of being from China, despite
    being teased because they look different. Only one girl describes herself as “only
    Icelandic”; the other nine define themselves as both Icelandic and Chinese.
    Hence one can argue that the Chinese ethnicity is an important component in the
    girls’ life. The study indicates that the parents are active in maintaining contact
    with the country of origin, which harmonizes with a study among Icelandic parents
    of adopted Chinese children. According to another study (Jórunn Elídóttir,
    2010) the parents of adopted Chinese children consider it important for the children
    to maintain a connection with their former homeland and the majority of
    the parents have the means to maintain this relationship. Adopted children are
    unique in that they do not themselves form a connection with their country of origin.
    It is the parents who choose and decide the connection, priorities and approaches.
    The conclusion drawn from the study and an examination of the issues and related
    research is that the debate about the origin, race and other allied issues is
    highly relevant for transracial adopted children (Juffer og van Ijzendoorn 2007;
    McGinnis, Smith, Ryan og Howard, 2009). Following that line of reasoning the
    author argues that parents must consider how much and in what way they want
    to maintain a connection with their adopted children’s country of origin. Parents
    must consider those matters and in what way they will support the child’s racial/
    cultural identity. The bearing of bicultural socializations cannot be stated in such
    a small study. However, the study provides insight into the girls’ opinions and
    feelings and provides a notable picture of their interests regarding China and of
    being adopted. Bicultural socialization has been viewed as an issue which adoptive
    parents need and should take into account; nevertheless, each family must
    find the ways and stance to suit their needs. A route selected with care and by
    explicit thought will most likely help to strengthen the child’s identity and selfwareness.

Birtist í: 
  • Netla
ISSN: 
  • 1670-0244
Samþykkt: 
  • 4.3.2014
URI: 
  • http://hdl.handle.net/1946/17427


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