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題名：H. Giroux批判取向的課程美學：抗拒與轉化對教師教學實踐的啟示
書刊名：高應科大人文社會科學學報
作者：蔡明哲
作者(外文)：Tsai, Ming-che
出版日期：2004
卷期：1
頁次：頁169-186
主題關鍵詞：批判教學論；課程美學；吉魯斯；Critical pedagogy；Curriculum aesthetics；Giroux
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(3) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:3
  • 共同引用共同引用:232
  • 點閱點閱:51
本文意圖從實踐場域的教師視野來發聲。尤其是近年來臺灣教育改革過程中遭受批評的基層教師，必須深思並重建自身角色與教學實踐。批判取向的課程美學從學校的課程層面論述主體的抗拒與轉化，關注教師與學生主體性的發揚，主張被支配群體具有抗拒與轉化的可能性，同時著眼於課程微觀動態關係。本文以另類的美學點梳理H. Giroux批判教學論的主張，藉由辯證教育關係中的矛盾與張力，強調抗拒不是消極的否定，而是麵極的重建；轉化是矛盾、衝突中轉向希望與熱情。 批判取向的課程美學意圖彰顯積極正面的教育文化，是富含希望與可能的學校教育；是賦權增能的課程美學；期盼教和學生具有批判素養的課程美學；能夠敢於發聲和想像的課程美學；也是能夠作為文化政治實踐的課程美學。
This paper intends ot voice from the perspective of teachers in the practical field. Especially teachers criticized during the educational reform process in Taiwan have to think deeply and reestablish their own roles and pedagogical practices. Critical-oriented curriculum aesthetics discourses the resistance and transformation of subjects by way of the schooling curriculum, concerns the subjectivity of teachers and students, advocates the possibility of resistance and transformation of the dominated groups and focuses on the micro-dynamic relationships of curriculum. By way of dialectic relationships of conflict and tension, this paper interpreting H. Giroux’s critical pedagogy form alternative aesthetic perspectives highlights that resistance is a negative, but a positive reconstruction capable of transforming that resistance is not a negative, but a positive reconstruction capable of transforming conflict and opposition into hope and enthusiasm. Critical-oriented curriculum aesthetics revealing the positive educational cultures is a schooling full of hopes and possibilities, a curriculum aesthetics of empowerment, a curriculum aesthetics enabling teachers and students with critical literacy, a curriculum aesthetics daring to voice and imagine, and a curriculum aesthetics to be a practice of cultural politics.
期刊論文
1.Beyer, L.(1985)。Aesthetic experience for teacher preparation and social change。Educational Theory，35(4)，385-397。  new window
2.林秀珍(20030900)。J. Dewey教育目的論的辨明與詮釋。教育研究集刊，49(3)，93-111。new window  延伸查詢new window
3.Kirk, D.、MacDdonald, D.(2001)。Teacher voice and ownership of curriculum change。Curriculum Studies，33(5)，551-567。  new window
4.Greene, M.(1988)。The artistic-aesthetic and curriculum。Curriculum Inquiry，6(4)，283-296。  new window
圖書
1.Pinar, William F.(1975)。Curriculum Theorizing: The Reconceptualists。Berkeley, California：McCutchan Publishing Corporation。  new window
2.Bowles, S.、Gintis, H.(1976)。Schooling in capitalist American: educational reform and the contradiction of economic life。N. Y.：Basic Book。  new window
3.Willis, Paul(1977)。Learning to Labor: How Working Class Kids Get Working Class Work。New York：Columbia University Press。  new window
4.Greene, Maxine(1978)。Landscapes of Learning。NY：New Teachers College press。  new window
5.陳奎熹(1998)。現代教育社會學。台北：桂冠。  延伸查詢new window
6.Whitty, G.(1985)。Sociology and School Knowledge: Curriculum Theory, Research and Politics。London：Methuen。  new window
7.Giroux, H. A.(1988)。Teachers as intellectual: Toward a critical pedagogy of learning。Westport, CT：Bergin & Garvery。  new window
8.Giroux, H. A.(1981)。Ideology, culture and the process of schooling。Philadelphia, PA：Temple University Press。  new window
9.Giroux, H. A.(1997)。Pedagogy and the politics of hope: Theory, culture, and school: A critical reader。Colorado：Westview Press。  new window
10.Eisner, Elliot W.(1994)。The educational imagination: On the design and evaluation of school programs。New York：Macmillan College Publishing Company。  new window
11.Apple, Michael W.、Weis, Lois(1983)。Ideology and practice in schooling。Philadelphia, PA：Temple University Press。  new window
12.Dewey, J.(1959)。Democracy and education。New York, NY：The Macmillan Company。  new window
13.太史簡(2003)。教改野火集。臺中市：領行文化。  延伸查詢new window
14.Giroux, Henry A.(1992)。Border Crossings: Cultural Workers and the Politics of Education。New York：Routledge。  new window
15.Giroux, H. A.(1988)。Schooling and the Struggle for Public Life: Critical Pedagogy in the Modern Age。Minneapolis, Minnesota：University of Minnesota Press。  new window
16.Pinar, William F.、Reynolds, William M.、Slattery, Patrick、Taubman, Peter M.(1995)。Understanding curriculum: An introduction to the study of historical and contemporary curriculum discourses。Peter Lang。  new window
17.Giroux, Henry A.(1983)。Theory and resistance in education: A pedagogy for the opposition。Bergin & Garvey。  new window
18.Bourdieu, Pierre、邱天助(1998)。布爾迪厄文化再製理論。桂冠圖書股份有限公司。new window  延伸查詢new window
19.Eisner, E. W.(1985)。The Art of Educational Evaluation: A Personal View。Falmer Press。  new window
20.Eisner, E. W.(1991)。The Enlightened Eye: Qualitative Inquiry and the Educational Practice。New York, NY：Macmillan。  new window
單篇論文
1.Suleiman, M.，Moore, R.(1996)。Teachers’ role revisited: beyond classroom management(ED 401277)。  new window
其他
1.仝仰山(2002)。從教育改革談起，http://www.esouth.org/sccid/south/south20020822.htm， 2004/01/22。  new window
2.董峰政(19980204)。教育改革者的心態。  延伸查詢new window
圖書論文
1.Giroux, H.(1981)。Towards a new sociology of curriculum。Curriculum & Instruction: Alternatives in Education。Berkeley, Calif：McCutchan Pub。  new window
2.Giroux, Henry、Penna, Anthony(1983)。Social education in the classroom: the dynamics of the hidden curriculum。The hidden curriculum and moral education。Berkeley, CA：McCutchan Publishing Corporation。  new window
3.馮朝霖(2000)。化混沌之情，原天地之美--從情意教育到教育美學。教育美學。臺北：五南。  延伸查詢new window
4.Beyer, Landon E.(1995)。Beyond the formal and the psychological: The arts and social possibility。Critical conversations in philosophy of education。New York：Routledge。  new window
 
 
 
 
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