壹、中文書目
中華民國內政部移民署 (2016)。統計資料。https://www.immigration.gov.tw/lp.asp?ctNode=29699&CtUnit=16434&BaseDSD=7&mp=1
王千倖 (2013)。教師多元文化教育專業發展之可能途徑。教育與多元文化研究，9，37-69。
王文科、王智弘 (2017)。教育研究法。五南出版。
王建堯 (2014)。多元文化教育導論。載於王建堯等(編著)，幼兒多元文化教學，5-34，臺北:華都文化。
王雅玄 (2008)。進入情境與歷史：台灣原住民教師的多元文化素養及其實踐。臺東大學教育學報，19(1)，33-68。
卯靜儒 (2009)。改變中的多元文化主義導讀。載於劉美慧主編，多元文化教育名著選讀(p.3-22)。臺北:學富文化。
何青蓉 (2004)。閱讀、對話、書寫與文化理解：一個多元文化教育方案的實踐經驗。高雄師大學報：教育與社會科學類，17，1-20。
何緼琪、林喜慈 (2006)。文化回應教學之實踐與省思-一個多族群班級的行動研究。慈濟大學教育研究學刊，2，33-66。
汪文聖 (2006)。胡塞爾的現象學、心理學是一種藝術?-就康德的「反思判斷」來看。哲學與文化，381，133-144。
巫鐘琳 (2008)。幼稚園教師多元文化教育觀點之個案研究。幼兒教保研究期刊，2，119-130。
林冠良、李宏才 (2009)。幼兒教保人員多元文化教育之培育課程現況探討。長庚科技學刊，10，45-58。
林彩岫 (2007)。新移民子女的教育:多元文化教育的討論。臺北:冠學。
林佩璇 (2000)。個案研究及其在教育研究上的應用。載於中正大學教育研究所主編，質的研究方法，p.239-262。
林瑞榮、劉健慧 (2009)。新移民子女相關議題-理論與反思。國立台南大學教育研究學報，43(1)，1-21。
林永豐 (2000)。英國的多元文化教育。載於張建成主編「多元文化教育：我們的課題與別人的經驗」(p.147-198)。臺北，師大書苑。
吳淳肅 (2009)。多元文化師資培育的批判性理解與現況分析：以Marilyn Cochran-Smith 之多元文化師資培育架構為主。教育經營與管理研究集刊，5，69-93。
吳雅玲 (2007)。多元文化教育理論與多元文化課程取向對我國師資培育課程的啟示。國立編譯館館刊，35(4)，51-64。
吳雅玲 (2009)。以社會階級為主題之幼兒多元文化課程方案發展。課程與教學，12(2)，47-75。
吳雅惠 (2000)。國小教師的多元文化教學信念與其運作課程之個案研究。花蓮師院學報，11，171-192。
吳瓊洳 (2007)。多元文化教師的師資培育: 以課程與教學為主。教育研究月刊，164，59-70 。
吳瓊洳 (2011)。促進對東南亞新移民族群態度之多元文化師資培育課程發展。臺北市立教育大學學報，42(2)，157-188。
美聯社(2018)。引自ETtoday新聞雲，2018年6月24日。https://www.ettoday.net/news/20180624/1197888.htm
周佩瑜 (2010)。幼兒多元文化課程設計與實施之個案研究-原住民教育與新移民教育的焦點。國立台南大學教育經營與管理研究所博士論文，未出版。
周梅雀 (2006)。教師課程意識覺醒的社會解放潛力。課程與教學季刊，9(4)，67-78。
周梅雀 (2014)。多元文化教育的教學。載於王建堯等(編著)，幼兒多元文化教學(p.63-92)。臺北:華都文化。
幸曼玲 (2015)。新課綱總綱。載於幸曼玲等著，新課綱想說的事-幼兒園教保活動課程大綱的理念與發展 (p.1-55)。臺北:心理。
胡美智 (2009)。一位大學教師在幼兒多元文化教育現場的行動省思。慈濟大學教育研究學刊，5，259-292。
侯天麗 (2003)。幼兒對文化知識的覺知。高雄師範大學教育學系博士論文，未出版。
洪毓瑛譯 (2000)。幼教綠皮書: 符合孩子身心發展的專業幼教。臺北：和英。(Bredekamp, S., & Copple, C., 1997)
夏曉鵑主編 (2009)。不要叫我外籍新娘。臺北:左岸。
徐明 (2008)。學前教室多元文化教育環境研究: 以三所幼兒園為例。康寧學報，10，41-61。
高淑清 (2008)。質性研究的18堂課-首航初探之旅。高雄:麗文文化。
陳伶姿、陳世佳 (2007)。國小教師多元文化觀探究:以台中市三位國小教師為例。學校行政雙月刊，49，107-122。
陳定銘 (2008)。台灣非營利組織在新移民婦女照顧政策之研究。非政府組織學刊，4，35-50。
陳建甫 (2003)。邁向多元族裔社會的教育願景與情節分析：外籍新娘與其下一代所面臨的同化迷失。教育研究月刊，110，135-140。
陳逸君 (2004)。多元文化教育觀點下的原住民族教育:南投縣某國中學校布農族籍學生教育民族誌之初步分析。研究與動態，11，233-248 。
陳儒晰 (2011)。幼教人員對多元文化教學實踐之思考。幼兒教保研究期刊，7，31-47。
陳儒晰 (2016)。幼兒電子繪本學習活動的社會再製與批判教育學省思。教育傳播與科技教育，113，21-38。
常雅珍 (2010)。幼教老師實施多元文化課程與教學之個案研究。立德學報 ，7(2)，39-60
教育部 (2017)。幼兒園教保活動大綱。臺北:教育部。
莊勝義 (2001)。新書評介張建成（主編）「多元文化教育：我們的課題與別人的經驗」。課程與教學季刊，4(1)，155-164。
莊勝義 (2007)。機會均等與多元文化兩種教育運動的對比。高雄師大學報：教育與社會科學類，22，21-42。
莊勝義 (2009)。從多元文化觀點省思「弱勢者」的教育「問題」與「對策」。教育與多元文化研究，12(1)，17-56。
陸錦英 (2005)。繪本中的性教育--以「我從哪裡來？」為內容主題之繪本進行研究。臺東大學教育學報，16(2)，139-170。
張君玫譯 (2000)。解釋性互動論。臺北：弘智。 (Denzin, N . K.,1999）.
張嘉育、黃政傑 (2007)。台灣新移民子女教育課題與方向-多元文化教育概念之重建。課程與教學季刊，10(1)，1-20。
張建成 (2007)。獨石與巨傘-多元文化者主義的過與不及。教育研究期刊，53(2)，103-127。
彭麗琦 (2014)。「新移民子女文化回應課程方案」建構與實踐之研究。國立臺北教育大學教育學院課程與教學傳播科技研究所博士論文。
單文經 (1990)。加拿大多元文化政策與教育作法，載於張建成主編「多元文化教育：我們的課題與別人的經驗」(p.199-226)。臺北，師大書苑。
黃瑞琴 (2001)。質的教育研究方法（再版六刷）。臺北：心理。
黃光雄(主譯) (2001)。質性教育研究-理論與方法。嘉義:濤石。(Bogdan, R. C., & Biklen, S. K., 1998)
甄曉蘭 (2001)。中小學教育改革與教學革新。臺北：元照。
甄曉蘭 (2003)。教師的課程意識與教學實踐。教育研究集刊，49（1），63-94。
楊金寶、尹亭雲 (2015)。幼兒園教保活動課程：健康安全實用手冊(上、下冊)。臺中市：教育部國民及學前教育署。
歐用生 (2003)。誰能不在乎課程理論？---教師課程理論的覺醒。載於國立教育資料館（主編）教育集刊，28，373-387。
蔡榮貴、黃月純 (2004)。台灣外籍配偶子女教育問題與因應策略。台灣教育，626，33-37。
蔡敏玲 (2009)。教育質性研究報告的書寫：我在紀實與虛構之間的認真與想像。國立臺北師範學院學報，14，233-260。
劉美慧 (2007)。欣賞文化差異與追求社會正義-重新理解多元文化教育。當代教育研究，15(2)，187-204。
劉美慧、陳麗華 (2000)。多元文化課程發展取向及其應用。花蓮師院學報，10，101-126。
劉美慧、游美惠、李淑菁 (2016)。多元文化教育(四版)。臺北市:高等教育出版。
潘世尊 (2005)。教育行動研究-理論、實踐與反省。臺北:心理。
賴文鳳 (2007)。聆聽邊緣之聲-以新台灣之子的敘說作為實踐幼兒多元文化教育之起點。課程與教學季刊，10(1)，65-82。
謝妃涵 (2013)。不同文化觀點之幼教師面對新移民子女之教學困境與解決策略。兒童與教育研究，8，85-122。
簡楚瑛 (2009)。課程發展-理論與實務。臺北:心理。
簡良平 (2004)。教師即課程決定者-課程實踐的議題。課程與教學季刊，7(2)，95-114。
譚光鼎、劉美慧、游美惠 (2008)。多元文化教育。臺北市：高等教育。
龔心怡、林素卿 (2009)。教師課程意識與教學實踐模式之建構-以英語科為例。
課程與教學季刊，12(1)，99-124。
羅鳳珍 (2011)。幼兒多元文化課程設計內容與實施之個案研究-以大班為例。國立屏東教育大學，「幼兒機構與社區融合-雙向共榮，展現幼兒教育的多元風貌」學術研討會論文集(p.154-202)，陸錦英等人編著，2011年7月出版。
Stoett, P. (2005)。加拿大人權與多元文化政策之實務經驗分享。臺灣國際研究季刊，1(1)，p.131-140。
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