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題名:教育改革論述中的教師主體建構及其身分認同之探究─後結構主義取向
作者:陳俊生
作者(外文):Chun-Sheng Chen
校院名稱:國立臺北教育大學
系所名稱:教育政策與管理研究所
指導教授:沈姍姍
學位類別:博士
出版日期:2009
主題關鍵詞:後結構主義教育改革論述治理性教師身分認同poststructuralismeducational reformdiscoursegovernmentalityteacher identity
原始連結:連回原系統網址new window
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本論文旨在以後結構主義為視框,結合Foucault的權力社會學和政策社會學中對主體性的探討,將教師視為政策案例,以理解教育改革論述與教師身分認同的關聯。
首先,就教育改革特性進行檢視,其涉及真理政權的建立與運作,且係種連結政治合理性與身分認同的一種治理實踐,實非追求的理想。而教育改革以真理政權之姿,於行政管理、課程教學與專業發展層面形構出注重社群主義的參與、尊重個人主義的學生、兼具本土全球的意識、採用多元的教學評量、偏向具體個別的形象以及講求實務研究的進修之當代教師主體,此主體及其內蘊之推理原則成為教師身分認同的敘事資源,並具現了國家治理的支配技藝,規範著教師的所思、所言與所行。
而教師的身分認同是種敘事與論述的建構,係藉由論述中可得主體位置之確認或拒絕的一種敘事定置過程,且於論述規訓的支配技藝、區域反抗以及倫理自我形構的自我技藝中組構,其不僅受制於論述的規訓實踐,亦透過倒轉論述與具體行動反抗常規化的不自由,另亦經由重新命名運作於自身上的論述,進而質疑其權威,並選擇於此論述限制外採取行動,或運用自我技藝形塑一種倫理存有而開展其他的可能性。然個案教師採行多樣主體位置的方式絕非平順而未充滿緊張性的,其係於論述空間中不斷地協商,以回應特定脈絡中的權力結構,進而形構其意識與無意識的感知。
其次,從教師有關教育改革的經驗敘事所呈顯的身分認同及其推理原則顯示,教育改革論述形構的教師主體以複雜而多變的形式被展演,其間有諸多不合轍之處,此亦顯示教育改革的可能限制。
最後,進一步分析,教師於教育改革中的實踐邏輯係於論述規訓實踐無孔不入的凝視監督下,同時於學校「錙銖必較的限制產出」、「長幼有序的校園倫理」、「相遇而安的同事情誼」與「平庸守舊的校園文化」等既有的推理中介,產生其「避免異類的從眾心態」、「追求效率的工具理性」與「行政教學的二元對立」特有的推理原則,以維主體「盡本分」與「趨吉避凶」之安身立命的目的。
The purpose of this thesis is to take teachers as policy cases in order to understand the connections between educational reform discourses and teacher identities, using poststructuralism as framework with the combined study of sociology of power by Foucault and study of subjectivity in policy sociology.
Firstly, characteristics of educational reform were inspected. It relates to establishment and operation of regime of truth. The discourses of reform are not one of an ideal to pursue but of changing power relations concerned with governing patterns that link political rationalities with identities. Educational reform has taken the stand of regime of truth to shape modern teacher subjects of participation focusing on communitarianism, respecting students who emphasize individualism, consciousness of both localization and globalization, adopting multiple teaching and assessments, tendency toward images of concrete individuality and emphasis on professional development of practical research through administration, curriculum and teaching, and professional development. The subjects and the principles of reason within have become resources of narrative of teacher identities and also shown technology of domination of the national governance, and disciplined individuals to act, think, and see themselves in the world.
Teacher identity is a narrative and a discursive construction through narrative positioning process of confirmation or rejection of the available subject positions. Forming from technologies of domination of disciplinary practices of discourses, local resistance which is generally unpredictable and constant, and technologies of the self from ethical self-formation, teacher identities are not only restricted by disciplinary practices of discourses and resisting the “unfreedom” of normalization through reverse discourse and concrete actions, but also questioning the authority through renaming discourses of self and choosing to take action outside of discoursive restriction or developing other possibilities through shaping the existence of ethics by using technologies of the self. However, the action of teachers taking up multiple subject positions is never smooth or without intensity, which is a process of continuous negotiation to respond to structures of power of specific context and, furthermore, constitute conscious and unconscious senses.
Secondly, displaying identities and inferring principles through experienced narrations of educational reform of teachers has shown that teacher subject formed through educational reform discourses has been performed in format of complication and changeability. There are many inconsistencies which show the possible limitations on educational reform.
Lastly, for further analysis, teachers execute logic of practice under the tight scrutiny of disciplinary practices of discourses. In the meantime, the existing reasoning of “calculated and restricted production”, “seniority”, “easy colleague relations”, and “conservative culture” in schools have resulted in unique reasoning principles of “follow the crowd to avoid being singled out”, “tools of sense in pursuing efficiency”, and “opposing each other between administration and teaching” in order to keep the subject “in duty” and “safe” for achieving the purpose of surviving.
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