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題名：	T.Popkewitz的教育研究方法論探析
作者：	黃柏叡
作者(外文)：	Bo-Ruey Huang
校院名稱：	國立中正大學
系所名稱：	教育研究所
指導教授：	楊深坑
學位類別：	博士
出版日期：	2004
主題關鍵詞：	教育研究方法論；知識；權力；主體；知識份子；educational research methodology；knowledge；power；subject；intellectual
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(1) 博士論文(2) 專書(0) 專書論文(0) 排除自我引用:1 共同引用:0 點閱:111

T. Popkewitz的教育研究方法論探析
摘要
本研究在探討Popkewitz的教育研究方法論。Popkewitz的教育研究方法論主要係根據Foucault的理論發展出一種社會認識論的概念，針對不同的教育主題進行分析和批判研究。一方面是要對既有的批判方式與權力型態提出質疑，同時更在重新評估學校教育中的制度與知識條件，並試圖開展出其他可能的批判方式與理論空間。
本研究目的有六：一、探討Popkewitz教育研究的理論基礎。二、檢視Popkewitz的教育研究與著作。三、分析Popkewitz的教育研究方法論的重要概念。四、析論Popkewitz對知識與論述的闡述。五、說明Popkewitz對權力的分析。六、釐清Popkewitz對於知識份子的界定。
針對上述目的，本研究採取基源問題研究法分別進行分析，得出結論有六。第一，Popkewitz的教育研究方法論早期奠基於知識社會學的理論，其後轉向以Foucault的思想為基礎。第二，Popkewitz早期的研究旨在探討教育中的意識型態面向，而後期則在分析教育議題中的知識與權力關係，思考教育研究者的角色。第三，Popkewitz的教育研究方法論在研究對象、研究策略以及對研究者角色之界定等方面，皆深受Foucault理論的影響。第四，Popkewitz對於知識的分析是運用Foucault的論述概念，但卻較著重在權力的面向。其意義在於可理解各種建構主體的理性規則，開啟不同的空間。第五，Popkewitz拒絕權力的「統治權/壓抑」概念，而採取權力的「展佈/生產」概念，但在分析中卻忽略主體特殊性的描述。其意義在於呈現不同的主體與抗拒概念，發出另類的批判聲音。第六，Popkewitz對知識份子的看法受到Foucault的影響，認為教育研究者具有知識份子的角色，不僅反省承襲自意識哲學的假定，更要質疑本身代表的知識與真理。
基於以上結論，本研究進而提出在教育研究方法論及教育研究領域的啟示。在教育研究方法論方面，本研究指出教育研究應釐清既存知識的指涉範圍，質疑形式化與制度化之危險，並洞察教育中的權力關係，從而批判主體之自我技術，察覺被排除的他者。因此，教育研究應是一種對本身所處的專業領域和知識權威進行反思，教育研究不具普通性或普世價值，而是在不同的位置發聲。另外，本研究亦指出Popkewitz的教育研究方法論在教育研究領域方面，具有研究理論的另類觀點、研究方法的解構力量、研究對象的異己關懷以及研究人員的策略位置等啟示。

以文找文

On T. Popkewitrz’s Educational Research Methodology
Abstract
The dissertation aims to explore T. Popkewitz’s educational research methodology. His methodology, mainly based on M. Foucault’s theory, developing into a concept of social epistemology for analyzing educational topics and issues, on one hand is meant to question existent critical methodology and power patterns; on the other hand, it is rather to reevaluate institution and knowledge condition in schooling and hence to open up other possible critical methodologies and theoretical space.
Six objects in this dissertation, they are to 1) explore the theoretical foundations of Popkewitz’s research methodology; 2) examine Popkewitz’s educational studies and works; 3) analyze essential concepts of his research methodology; 4) discuss his expatriation on knowledge and discourse; 5) explain his analysis on power; 6) emancipate his definition of intellectuals.
To achieve the objectives, the dissertation apply genetic problem method for relatively analysis and hence comes up six conclusions: 1) Popkewitz’s educational research methodology previously based on sociology of knowledge turns into the foundation of Foucault’s thoughts; 2) Popkewitz’s previous studies aims to explore ideological dimensions of education, but later aims to analyze the relations of knowledge and power in educational issues; 3) Popkewitz’s research methodology is deeply influenced by Foucault’s theories in terms of object of research, strategy and the definition of researcher; 4) Popkewitz employs Foucault’s concepts of discourse, but emphasize more on the dimensions of power, which means to comprehend various rational regulations and open distinctive space; 5) Popekewitz refuses the concept of power dominion and repression so as to employ the concept of power deployment and generation. However, in his analyses, he ignores descriptions of specificity of subject. The point is to display various concepts of subject and rejection, and express alternative critical voices; 6) Popekewitz, effected by Foucault’s idea about intellectuals, considers that educators play the role of intellectuals, who are not only to reflect on the heritage of the presumptions of consciousness philosophy but also to question knowledge and truth, which are represented by their roles.
Based on the conclusions mentioned above, the dissertation intends to draw some inspiration for educational methodology and educational research field. In the part of educational methodology, the dissertation points out educational research is supposed to extricate the referential territories of existent knowledge, to question the danger of formalization and institutionalization, to penetrate power relations in education so as to criticize the technology of self and perceive excluded other. Therefore, educational research is supposed to proceed reflection on professional field and knowledge authority where one situates so as to voice in different positions instead of enquiring universality or universal values. In addition, the dissertation points out Popekewitz’s educational methodology in educational research field carries the inspirations for alternative opinions on research theories, the deconstructive power of methodology, concerns for others as research subject, and strategic positions of researchers.

以文找文

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12.	主體的爭議與教育 : 以現代和後現代哲學為範圍
13.	改革教育學 : 起源、內涵與問題的探究
14.	馬學與現代性
15.	權力、主體與刑事法：法邊緣的論述

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