本文以作者於台灣在地20年(1987-2007)心理教育工作的實踐為基礎，視自己的台灣心理教育工作經驗是一個立足於台灣在地，從而漸次發展出與西方心理學思辯對話之參看位置的過程。視西方心理學知識是世界知識權力建構的一個範疇表現，「在地視角的提出」與「參看位置」表示了作者對自身及許多與作者一樣努力在台灣實踐的工作者，位居於世界之中，亞洲一隅的尊重。人們生活世界之在地脈絡的不可抽離性與心理學對「人」之核心關切緊密相繫，掌握「行動者」的在地特殊性是心理學的方法，本文將以作者與一小群台灣中、小學教師20年協同行動研究的故事為例，提出了在地化使用行動研究方法的論述觀點。

Based on the practice of psychology education for twenty years in Taiwan (1987-2007), the writer sees her own experience as a psychology educator as a process for this kind education to be grounded in Taiwan and then gradually develop a vantage point to have a speculative dialogue with Western psychology. Considering the knowledge of Western psychology to be a categorical expression of the power construction of knowledge in the world, the proposal of the ”local perspective” and the ”vantage point” shows the writer's respect for herself and many others who also devote themselves to the practice of psychology education in Taiwan, as a part of Asia and the world. The inseparability of local context from people's living world is closely related to the central concerns of psychology about ”people.” Part of the methodology of psychology is grasping the local specificity of an actor. This paper will take as an example the 20 years of research on collaborative action by the writer and a group of high school and elementary teachers, proposing a perspective post the local appropriation of the methodology of action research.