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題名：增能取向之婦女教育方案規劃與實例評析
書刊名：成人及終身教育學刊
作者：洪櫻純 引用關係
作者(外文)：Hung, Ying-tsun
出版日期：2005
卷期：5
頁次：頁169-194
主題關鍵詞：婦女教育方案規劃；增能；權力；利益；協調；Women education program development；Empowerment；Power；Interest；Negotiation
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(0) 博士論文(2) 專書(0) 專書論文(0)
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  • 共同引用共同引用:365
  • 點閱點閱:33
方案規劃是婦女教育實務中極為重要的核心，站在第一線的實務工作場域，必須了解方案規劃是「人的工作」，規劃者受到個人價值觀、信念、內部組織目標以及外部環境變化，例如社會潮流、贊助者意向等影響婦女教育推動的方向。本文主要探討增能取向的婦女教育方案規劃，希望透過自我覺醒的方式，讓婦女有發聲和自我掌控的權力，重新看待自己，並且開展自我內在力量，進一步發展潛能，並從既存的社會體系中掙脫。 本文透過文獻整理，探討增能取向之婦女教育方規劃的內涵，其次運用實例評析，探討增能取向之婦女教育方案規劃的挑戰與啟發，最後提出結語及建議，供婦女教育方案規劃人員參考。 本文結論為，教育並非中立的，教育的過程隱含許多意識型態、霸權、權力與利益的糾葛。婦女教育方案規劃的過程中必須重視四個面向，包括權力、利益、協商和責任。方案規劃者必須正視人與人互動的複雜因素，扮演分析者、活動者、促進者和鼓勵者的角色，保持適度彈性，在權力與利益的網絡中協商出最佳方案。一方面顧及組織的目標又能取得外部贊助者的認同，最重要的是關照學習者的需求，邀請婦女參與討論及決策，增加婦女的自信和覺醒。
Program development is a core topic for women education program development. Planners should understand program development is people's work. There are many factors to influence planner's intentions, like individual's value and belief, goal of organization, social trend and intentions of sponsors. The article focused on women education programs from empowerment perspectives, from learning women could self-consciousness, give voice and self-control. Women could develop inner power and potential, and struggle from social systems. Firstly, this study is going to review women education programs from empowerment perspectives, and discuss the relationship of empowerment and women education. Secondly, analysis of two women education programs. Finally, the author will give some conclusions and suggestions to women education planners. The conclusion is, education is not neutral, and the educational process had ideology, hegemony, power and interests. In the process, there are four important dimensions, like power, interest, negotiation and responsibility. Women education planners should take more attention for interpersonal interaction. The role of planners is to be an analyst, activist, facilitor and encourager. Planners should keep flexible, and have ability to negotiate the power and interest. It's very important to take balance of goal of organization and sponsor's recognition, at the same time, planners couldn't forget to take care of the needs of women learners, invite women to discuss programs, and increase women's confidences and consciousness.
期刊論文
1.王淑娟(20020300)。婦女的發聲：蘆荻社大與啟力模式。應用心理研究，13，233-249。new window  延伸查詢new window
2.吳慎慎(20011200)。連結與婦女學習之探討。社會教育學刊，30，81-116。  延伸查詢new window
3.魏惠娟(20000800)。成人教育方案規劃的要素與困境分析。成人教育學刊，4，249-273。  延伸查詢new window
4.魏惠娟(1999)。成人教育方案規劃人員培訓內涵析論。成人教育學刊，3，145-176。  延伸查詢new window
5.釋自淳、夏曉鵑(20031200)。識字與女性培力--以「外籍新娘識字班」為例。臺灣教育社會學研究，3(2)，41-84。new window  延伸查詢new window
6.洪櫻純(20050600)。婦女發聲、敘說與轉化學習：北投女人畫會之個案研究。成人及終身教育學刊，4，1-29。new window  延伸查詢new window
7.徐敏雄(19990400)。宗教團體的社會教育活動--臺灣基督長老教會臺北婦女展業中心。社教雙月刊，90，50-52。  延伸查詢new window
8.吳玉鈴(2001)。女性主義認識論與婦女學習。社會教育學刊，30，1-24。  延伸查詢new window
9.Inglis, Tom(1997)。Empowerment and Emancipation。Adult Education Quarterly，48(1)，3-17。  new window
10.王美文(20011200)。「增權」觀點之婦女學習。社會教育學刊，30，25-45。  延伸查詢new window
學位論文
1.吳玉鈴(2004)。女性情緒體驗與自我轉換之研究--以網際空間為例(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
圖書
1.Freire, P.(1972)。Cultural Action for Freedom。Harmondsworth：Penguin。  new window
2.Caffarella, R. S.(1994)。Planning programs for adult learners: A practical guide for educators, trainers, and staff developers。San Francisco：Jossey-Bass。  new window
3.Miller, Jean Baker(1976)。Toward a new psychology of women。Boston, Massachusetts：Beacon Press。  new window
4.Belenky, M. F.、Bond, L. A.、Weinstock, J. S.(1997)。A tradition that has no name: Nurturing the development of people, families, and communities。New York：Basic Books。  new window
5.Brown, C. V.(1998)。Women, feminism, and aging。N.Y.：Springer。  new window
6.Cervero, R. M.、Wilson, A. L.(1994)。Planning responsibly for adult education: A guide to negotiating power and interests。San Francisco：Jossey-Bass。  new window
7.Cervero, R. M.、Wilson, A. L.(2001)。Power in practice: Adult education and the struggle for knowledge and power in society。New York：Jossey-Bass。  new window
8.Boyle, P. G.(1981)。Planning better programs。New York：McGraw-Hill。  new window
9.Freire, Paulo、Barr, Robert R.(1994)。Pedagogy of hope: Reliving pedagogy of the oppressed。New York：Continuum。  new window
10.林芳玫、顧燕翎(1996)。女性主義理論與流派。女書文化事業有限公司。new window  延伸查詢new window
11.魏惠娟(1997)。成人教育方案發展的系統分析與應用。台北：師大書苑。  延伸查詢new window
12.Schön, Donald A.(1983)。The reflective practitioner: How professionals think in action。Basic Books, Inc.。  new window
13.Belenky, M. F.、Clinchy, B. M.、Goldberger, N. R.、Tarule, J. M.(1986)。Women's ways of knowing: the development of self, voice, and mind。N.Y.：Basic Books。  new window
14.魏惠娟(2001)。成人教育方案發展：理論與實際。臺北：五南圖書出版股份有限公司。  延伸查詢new window
15.Forester, John(1989)。Planning in the Face of Power。University of California Press。  new window
16.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
17.Gilligan, Carol(1982)。In a Different Voice: Psychological Theory and Women's Development。Harvard University Press。  new window
18.Tyler, Ralph Winfred(1949)。Basic Principles of Curriculum and Instruction。University of Chicago Press。  new window
19.Freire, Paulo(1970)。Pedagogy of the oppressed。Herder & Herder。  new window
圖書論文
1.Tarule, J. M.(1996)。Voice in dialogue: Collaborative ways of knowing。Knowledge, difference, and power。N.Y.：Basic Books。  new window
2.Hayes, E.(2000)。Voice。Women as learners: The significance of gender in adult learning。San Francisco, CA：Jossey-Bass。  new window
3.Gore, J.(2003)。What we can do for you! What can "we" do for "you": Struggling over empowerment in critical and feminist pedagogy。The critical pedagogy reader。New York：London：RoutledgeFalmer。  new window
4.Scott, S. M.、Boshnick, M. S.(1996)。Collective action by women in community-based program planning。What really matters in program planning: Lessons in negotiating power and interests。San Francisco：Jossey-Bass。  new window
5.Sork, T. J.(1996)。Negotiating power and interests in planning: A critical perspective。What really matters in program planning: Lessons in negotiating power and interests。San Francisco：Jossey-Bass。  new window
6.Taylor, K.(1999)。Development as separation and connection: Finding a balance。An Update on Adult Development Theory: New Ways of Thinking About the Life Course。San Francisco：Jossey-Bass。  new window
7.Wilson, A. L.、Cervero, R. M.(1996)。Paying attention to the people work when planning educational programs for adults。What really matters in program planning: Lessons in negotiating power and interests。San Francisco：Jossey-Bass。  new window
8.Foucault, M.(1980)。Truth and power。Power/Knowledge: Selected Interviews and Other Writings, 1972-1977。New York：Pantheon Books。  new window
9.Sork, T. J.、Caffarella, R. S.(1989)。Planning programs for adults。Handbook of adult and continuing education。San Francisco：Jossey-Bass。  new window
 
 
 
 
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