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題名：矛盾：基層教師生活世界的宰制與抗拒
書刊名：應用心理研究
作者：張盈堃 引用關係／陳慧璇
作者(外文)：Chang, Yin-kun／Chen, Hui-hsuan
出版日期：2004
卷期：21
頁次：頁35-62
主題關鍵詞：教育改革；新社會運動；批判教育學；抗拒；Education reform；New social movement；Critical pedagogy；Resistance
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(12) 博士論文(8) 專書(1) 專書論文(6)
  • 排除自我引用排除自我引用:12
  • 共同引用共同引用:105
  • 點閱點閱:311
　　　　　雖然在教育改革的風潮下，各式各樣的教育政策試圖解決相關問題，但教師的生活世界仍然充斥著去技術化的事實，不僅是在微觀的生活世界層次，也包含巨觀的政策制定層次。 　本文根據批判教育學的觀點討論教育改革運動背後的文化政治意涵，特別關於教育的主體性-教師，即真正關切這些教師日常生活的抗拒行動，這必須回到教師所處的文化情境脈絡下加以考察。 　 固然Giroux指出抗拒的可能性，然而這種說法就像Apple所批評這些論述缺乏物質性的基礎，只停留在後現代/後結構的論述風格，因此本文引用James Scott的說法能夠補足批判教育學抗拒論述缺乏物質性實體的不足，即教師的抗拒必需從隱藏的檔案裡探究，才能看出以虛諉化的手法，表面上不與宰制結構起衝突，但是私底下巧妙地改變整個霸權體質的可能性。 　 最後，本文認為教育改革的本身就是一種矛盾，儘管教育改革的本意試圖解決去霸權化，但教育改革的結果往往又再次霸權化，但教育改革的正面意義在於建立一個討價還價（bargaining）的空間，而衝突或抗拒的產生則是規範性結構動搖的機會。
　　　　　This paper aims to analyze the educational reform movement in Taiwan from a perspective of critical pedagogy, particularly focusing on teacher's everyday life. Given that teacher's work life is filled up with the fact of deskilling, this study attempts to deconstruct the cultural and political implications underneath the educational reform movement and explore the possibility of resistance from teachers in everyday life. First of all, this paper does not support the claim that teacher union will bring about teachers' professional identity and development. Rather, this paper suggests that only through hidden inquiry about teachers' work life alongside the consideration of strategy/ tactic, there may emerge a possibility of resistance. Further, this study goes beyond Henry Giroux's notion of resistance, which is absent from the consideration of material condition, and refers to James Scott's concepts of hidden transcript and euphemism with a view to altering the hegemonic structure from the forces of teachers in everyday life. In conclusion, this paper regards that the implication of the educational reform movement is contradiction; that is, on the one hand, the emergence of educational reform represents a de-hegemonization. The agent of educational reform challenges and shifts a hegemonic structure. But, on the other hand, the results of educational reform also facilitate re-hegemonization, in which educational reform seems inevitably to move towards institutional power; and it is impossible to end the role of the enforced hegemonic structure.
期刊論文
1.Wright, E. O.(1993)。Class analysis, history and emancipation。New Left Review，202，60。  new window
2.Rose, Richard(1991)。What is Lesson-Drawing?。Journal of Public Policy，11(1)，3-30。  new window
3.Touraine, Alain(1985)。An Introduction to the Study of Social Movements。Social Research，52(4)，749-787。  new window
4.Freire, P.(1972)。Education: Domestication or liberation?。Prospect，2(2)，173-181。  new window
5.李丁讚(19960100)。「邊緣帝國」：香港、好萊塢（殖民）日本三地電影對臺灣擴張之比較研究。臺灣社會研究，21，141-170。new window  延伸查詢new window
6.姜添輝(2001)。評論馬克思主義的普羅化論點及在教師專業與階級意識的意義。臺灣教育社會學研究，1(2)，33-57。new window  延伸查詢new window
7.宋文里(19951200)。「批判教育學」的問題陳顯。通識教育，2(4)，1-15。  延伸查詢new window
8.Cohen, Jean Louise(1985)。Strategy or Identity: New Theoretical Paradigms and Contemporary Social Movements。Social Research，52(4)，663-716。  new window
9.張盈堃(20001200)。教師作為轉化型知識份子的教育實踐。教育與社會研究，1，25-58。new window  延伸查詢new window
10.王瑞賢(19990900)。「陽關道」與「獨木橋」﹖--「二元分立」的國小生活實踐邏輯。通識教育，6(3)，103-117。  延伸查詢new window
11.姜添輝(20001200)。論教師專業意識、社會控制與保守文化。教育與社會研究，1，1-24。new window  延伸查詢new window
12.余安邦(20010900)。開放教育做為一種學術論述：兼論九年一貫課程的隱憂與哀愁。應用心理研究，11，241-248。new window  延伸查詢new window
學位論文
1.吳靖國(1995)。「民間教育改革」意識形態之研究(碩士論文)。國立臺灣師範大學，台北市。  延伸查詢new window
圖書
1.Mannheim, Karl(1936)。Ideology and Utopia。London：Routledge and Kegan Paul。  new window
2.Foucault, M.(1977)。Nietzsche, Genealogy, History。Language, Counter-memory and Practice。Oxford：Blackwell。  new window
3.黃光國(2003)。教改錯在哪裡？我的陽謀。臺北市：INK印刻。  延伸查詢new window
4.Bourdieu, Pierre、Clough, L. C.(1996)。The state nobility: Elite schools in the field of power。Stanford, CA：Stanford University Press。  new window
5.Popkewitz, T. S.(1998)。Struggling for the soul: The politics of schooling and the construction of teacher。New York：Teachers College Press。  new window
6.Giroux, Henry A.(1983)。Theory and Resistance in Education--A Pedagogy for the Oppressed。Massachusetts：Bergin and Garvey。  new window
7.Apple, M. W.(1996)。Cultural Politics and Education。Buckingham：Open University Press。  new window
8.Foucault, Michel、Sheridan, Alain(1977)。Discipline and Punish - The Birth of the Prison。London：Allen Lane：Penguin Press。  new window
9.Freire, P.(1985)。The politics of education: Culture, power, and liberation。New York：Continuum。  new window
10.Kanpol, B.(1999)。Critical pedagogy: An introduction。Bergin & Garvey。  new window
11.Fraser, Nancy(1989)。Unruly practices: Power, discourse and gender in contemporary social theory。Minneapolis, MN：University of Minnesota Press。  new window
12.Apple, Michael W.(2001)。Educating the "Right" Way: Markets, Standards, God, and Inequality。Routledge Falmer。  new window
13.林生傳(2000)。教育社會學。高雄：復文。  延伸查詢new window
14.Foucault, Michel、Hurley, Robert(1978)。The History of Sexuality: An Introduction。New York：Random House Press。  new window
15.Apple, M. W.(1986)。Teachers and text: A Political economy of class and gender relations in education。Routledge and Kegan Paul。  new window
16.Scott, James C.(1990)。Domination and the Arts of Resistance: Hidden Transcripts。Yale University Press。  new window
17.Spring, J.(1998)。American education。New York。  new window
18.Bourdieu, Pierre、Passeron, Jean-Claude、Nice, Richard、Bottomore, Tom(1977)。Reproduction in education, society and culture。Sage。  new window
19.Apple, Michael W.(1982)。Education and power。Routledge & Kegan Paul。  new window
20.Woods, P.(1979)。The Divided School。London：Routledge and Kegan Paul (RKP)。  new window
21.石計生(1993)。意識型態與臺灣教科書。臺北：前衛出版社。  延伸查詢new window
22.Bourdieu, Pierre、Nice, Richard(1977)。Outline of a Theory of Practice。Cambridge：Cambridge University Press。  new window
23.Goffman, Ervin(1959)。The Presentation of the Self in Everyday Life。New York：Doubleday Anchor。  new window
24.Habermas, Jürgen、McCarthy, Thomas(1984)。The Theory of Communicative Action。Boston：Beacon Press。  new window
25.Aronowitz, Stanley、Giroux, Henry A.(1985)。Education under Siege: The Conservative, Liberal and Radical Debate over Schooling。South Hadley, Massachusetts：Bergin & Garvey。  new window
26.Ball, Stephen J.(1994)。Education reform: A critical and post-structural approach。Open University Press。  new window
27.吳康寧(1998)。教育社會學。高雄市：復文圖書出版社。  延伸查詢new window
28.Freire, Paulo(1970)。Pedagogy of the Oppressed。New York：Seabury Press。  new window
29.吳清山(1994)。美國教育組織與行政。臺北市：五南。  延伸查詢new window
30.四一○教育改造聯盟(1996)。民間教育改造藍圖：朝向社會正義的結構性變革。臺北：時報文化。  延伸查詢new window
31.Fraser, Nancy(1997)。Justice Interruptus: Critical Reflections on the 'Postsocialist' Condition。Routledge。  new window
32.Bowles, Samuel、Gintis, Herbert、李錦旭(1989)。資本主義美國的學校教育：教育改革與經濟生活的矛盾。桂冠圖書股份有限公司。  延伸查詢new window
33.Bourdieu, Pierre、Nice, Richard(1990)。The Logic of Practice。Stanford University Press。  new window
其他
1.Popkewitz, T. S.(1991)。A political sociology of educational reform: power/knowledge in teacher education, and research。  new window
2.丘延亮(1995)。從兩種中產階級談知識人與知識份子。  延伸查詢new window
3.吳維寧(2000)。社會運動與公民社會：以解嚴後民間教改運動為例。  延伸查詢new window
4.沈姍姍(1998)。教育專業。  延伸查詢new window
5.郭丁熒(2000)。「忙、盲、尨、茫」讓教師壯志未酬？--台灣小學教師理想與實際角色知覺差距來源及相關因素之研究。  延伸查詢new window
6.(20020929)。聯合報。  延伸查詢new window
7.(20030831)。聯合報。  延伸查詢new window
8.Apple, M. W.(1982)。Reproduction and contradiction in education: An introduction。  new window
9.Apple, M. W.(2002)。Preface: The Freirian legacy。  new window
10.Bascia, N.(1994)。Unions in teachers' professional lives: Social, intellectual, and practical concerns。  new window
11.Berger, P. and Luckmann, T.(1969)。The social construction of reality: A treatise in the sociology of knowledge。  new window
12.Cohen, D. K., and Hill, H. C.(2001)。Learning policy: When state education reform works。  new window
13.Cook, M. L.(1996)。Organizing dissent: Unions, the state, and the democratic teachers movement in Mexico。  new window
14.DelFattore, J.(1992)。What Johnny shouldn't I read: Textbook censorship in America。  new window
15.Durkheim, F.(1958)。Professional ethics and civic morals。  new window
16.Ebert, T. L.(1996)。Ludic feminism and after: Postmodernism, desire, and labor in late capitalism。  new window
17.Freire, P.(1976)。Education: The practice of freedom。  new window
18.Gamson, W. A.(1988)。Social movement and culture change。  new window
19.Giugni, M. G.(1998)。Was it worth the effects? The outcomes and consequences of social movements。  new window
20.Offe, C.(1988)。The new social movement: Changing the boundaries of institutional politics。  new window
21.Slater, J. J.(1999)。The overcoming of habitus: Impediments to community through consecration of the status quo。  new window
22.Willis, P.(1977)。Learning to labor: How working class kids to get working class jobs。  new window
23.Wilson, B. R.(1962)。The teachers' role: A sociological analysis。  new window
圖書論文
1.Shotter, John.(1989)。Social Accountability and the Social Construction。Texts of Identity。London, UK：Sage。  new window
2.DiMaggio, Paul J.(1988)。Interest and agency in institutional theory。Institutional Patterns and Organizations: Culture and Environment。Cambridge, MA：Ballinger Pub. Co。  new window
3.House, E. R.、McQuillan, P. J.(1998)。Three perspectives on school reform。International handbook of educational change。London：Kluwer Academic Publishers。  new window
 
 
 
 
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