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題名：推移、鬆動之跨界學習：當大學生遇見性工作者
書刊名：課程與教學
作者：劉杏元 引用關係／張盈堃 引用關係／徐瑩媺
作者(外文)：Liu, Hsing-yuan／Chang, Yin-kun／Shu, Ying-mei
出版日期：2016
卷期：19:1
頁次：頁107-133
主題關鍵詞：性工作；社會正義取向服務學習課程；大學生；Sex work；Social justice service-learning curriculum；College students
原始連結：連回原系統網址new window
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本研究以「社會正義取向服務學習課程」為教學實踐場域，採立意取樣選擇北臺灣某科技大學護理系學生24人為研究對象，研究參與者除了修習課程外，另須進入日日春關懷互助協會，進行機構服務學習共16小時。本研究以質性研究取徑（approach），透過參與觀察、課堂團體反思、焦點團體訪談及學生個別反思日誌等方式進行研究資料蒐集，研究發現大學生以接觸性工作者的生命經驗為對話起點，展開跨越邊界的社會學習旅途，從觸及邊界，經歷邊界徘徊與自我協商，以及推移、鬆動或鞏固的跨越邊界學習歷程，大學生學習以不同的角度看待性工作存在的意義；培養學生對性工作污名化的批判意識，形塑尊重多元、接納差異的社會。
This qualitative study used a purposive sampling. There were twenty four college students, majoring in nursing from a science and technology university, participated a social justice service-learning curriculum and finished sixteen hours community service in northern Taiwan. The data were collected through the participants' observation, students' reflection journals and an interview to the focus group. The main findings revealed that the learning journey of crossing the social boundaries, and the conversation of life began after the college students met the sex workers. The students touched the boundaries, paced up and down the boundaries. They tried to negotiate with themselves, destroyed, moved, or even crossed the boundaries. They learned to regard the sex workers with a different viewpoint. Through this study, we found that it is necessary for educators to bring up the critical consciousness of stigma on sex work, and to build a society in which people could respect pluralism and accept differences.
期刊論文
1.Boyle-Baise, M.、Langford, J(2004)。There are children here: Service-learning for social justice。Equity and Excellence in Education，37(1)，55-66。  new window
2.Manicom, A.(1992)。Feminist pedagogy: Transformations, standpoints, and politics。Canadian Journal of Education，17(3)，365-389。  new window
3.Chen, H. L. S.(1997)。Toward a re-constituted action inquiry for educational studies。Humanities and Social Sciences，7(2)，167-180。  new window
4.Mitchell, T. D.(2008)。Traditional vs. critical service-learning: engaging the literature to differentiate two models。Mich J Community Serv Learn，14(2)，50-65。  new window
5.彭渰雯(20051200)。在「宰制」和「需求」之外--性消費者論述的女性主義分析。女學學誌：婦女與性別研究，20，131-174。new window  延伸查詢new window
6.King, J. T.(2004)。Service-Learning as a site for critical pedagogy: A case of collaboration, caring, and defamiliarization across borders。Journal of Experiential Education，26(3)，121-137。  new window
7.成虹飛(20020600)。有關「翻牆」這件事[回應夏林清「基進的學習空間：投身涉入語親密了解」一文]。應用心理研究，14，27-29。new window  延伸查詢new window
8.周愫嫻、侯崇文、曹立群(20101200)。公民社會的價值維度：以各國對性工作者民意取向為例。犯罪學期刊，13(2)，109-139。new window  延伸查詢new window
9.唐瓊一(2010)。跨越邊界--社會正義取向的美國高校服務學習隱喻。比較教育研究，2，39-43。  延伸查詢new window
10.Caro, R. A.、Porfilio, B. J.、Valeri, A.(2009)。Critical-service learning confronts homelessness。Academic Exchange Quarterly，13(3)，101-112。  new window
11.Dunlap, M.、Scoggin, J.、Green, P.、Davi, A.(2007)。White students' experience of privilege and socioeconomic disparities: Toward a theoretical model。Michigan Journal of Community Service Learning，13(2)，19-30。  new window
12.Heys, E.、Cuban, S.(1997)。Border pedagogy: A critical framework for service learning。Michigan Journal of Community Service Learning，4(1)，72-80。  new window
13.Leeman, J.、Rabin, L.、Román-Mendoza, E.(2011)。Critical pedagogy beyond the classroom walls: Community service-learning and Spanish heritage language education。Heritage Language Journal，8(3)，1-22。  new window
14.Marullo, S.、Edwards, B.(2000)。From charity to justice。The American Behavioral Scientist，43(5)，895-912。  new window
15.Shek, D. T.、Chan, S. C.(2013)。Service-learning from the views of university teachers: A qualitative study based on focus groups。International Journal of Adolescent Medicine and Health，25(4)，385-393。  new window
16.彭渰雯(20060700)。邁向後現代婦運：以打破娼妓制度之二元式爭辯為例。人文社會學報. 世新大學，7，63-84。new window  延伸查詢new window
17.Kaplan, Caren(1987)。Deterritorializations: The Rewriting of Home and Exile in Western Feminist Discourse。Cultural Critique，6，187-198。  new window
18.Keller, J.、Nelson, S.、Wick, R.(2003)。Care ethics, service-learning, and social change。Michigan Journal ofCommunity Service Learning，10，39-50。  new window
19.Giroux, H. A.(1994)。Doing cultural studies: Youth and the challenge of pedagogy。Harvard Educational Review，64(3)，278-308。  new window
20.夏林清、王芳萍、周佳君(20020300)。「與娼同行，翻牆越界」論壇報告實錄。應用心理研究，13，147-197。new window  延伸查詢new window
會議論文
1.Lather, P.(1985)。Empowering research methodologies。69th annual meeting of the American Educational Research Association，(會議日期: March 31-April 4, 1985)。Chicago, IL。  new window
研究報告
1.夏鑄九(2002)。我國性產業與性交易政策之研究期末報告書。  延伸查詢new window
學位論文
1.黃佳文(2006)。由參與妓權團體的義工經驗--論娼嫖關係背後的多重意涵(碩士論文)。國立東華大學。  延伸查詢new window
2.張貴英(2003)。高雄市公娼制度的歷史脈絡與存廢之社會影響(碩士論文)。國立高雄師範大學。  延伸查詢new window
圖書
1.日日春關懷互助協會(2008)。家裡不能說的秘密。台北：日日春關懷互助協會。  延伸查詢new window
2.Heinich, R.、Molenda, M.、Russell, J. D.、Smaldino, S.(1999)。Instructional media and technologies for learning。Upper Saddle River, NJ：Merrill。  new window
3.日日春關懷互助協會(2007)。妓女聯合國。台北：正港資訊文化。  延伸查詢new window
4.Hall, G. E.、Hord, S. M.(2006)。Implementing Change: Patterns, Principles, and Potholes。Boston, MA：Allyn and Bacon：Pearson Education Inc.。  new window
5.Freire, P.(1970)。Cultural action for freedom。Cambridge, Ma.：Harvard。  new window
6.Eyler, Janet S.、Giles, Dwight E. Jr.(1999)。Where's the Learning in Service-Learning?。Jossey-Bass。  new window
7.Freire, Paulo(1973)。Education for critical consciousness。New York, NY：Continuum。  new window
8.Jacoby, B.(1996)。Service-learning in higher education: Concept and practices。San Francisco, CA：Jossey-Bass Publishers。  new window
9.Gramsci, Antonio、Hoare, Quintin、Smith, Geoffrey Nowell(1971)。Selections from the Prison Notebooks。New York：International Publishers。  new window
10.Fertman, Carl I.、White, George P.、White, Louis J.(1996)。Service learning in the middle school: Building a culture of service。National Middle School Association。  new window
11.Giroux, Henry A.(1992)。Border Crossings: Cultural Workers and the Politics of Education。New York：Routledge。  new window
12.Giroux, H. A.(1988)。Schooling for democracy: Critical pedagogy in the modern age。Routledge。  new window
13.Kanpol, B.(1997)。Issues and Trends in Critical Pedagogy。N.J.：Hampton Press。  new window
14.甄嘵蘭(2003)。課程行動研究實例與方法解析：國小戲劇創作課程之教學轉化。臺北：師大書苑。  延伸查詢new window
15.Stanley, W. B.(1992)。Curriculum for Utopia--Social Reconstructionism and Critical Pedagogy in the Postmodern Era。State University of New York Press。  new window
16.Strauss, Anselm L.、Corbin, Juliet M.(1990)。Basics of qualitative research: Grounded theory procedure and techniques。Sage。  new window
其他
1.日日春關懷互助協會(2013)。關於日日春，http://coswas.org/about。  延伸查詢new window
2.鍾君竺(2011)。給性工作者的一封信：是你們讓我了解到，親密是需要運氣和條件的，http://coswas.org/archives/1196#more-1196。  延伸查詢new window
圖書論文
1.Bell, S.、Morrow, M.、Tastsoglou, E.(1999)。Teaching in environments of resistance: Toward a critical, feminist, and antiracist pedagogy。Meeting the challenge: Innovative feminist pedagogies in action。New York：Routledge。  new window
2.夏林清(2007)。美麗官姐，水中紋身。妓女聯合國。臺北市：正港資訊文化事業有限公司。  延伸查詢new window
3.陸偉明(2009)。「性別與社會」、「性別與教育」--我的大學性別課程發展與教學設計。認同、差異與發聲：性別教學演練。臺北市：五南。  延伸查詢new window
4.Gilbert, M.、Masucci, M.(2004)。Feminist praxis in university-community partnerships: Reflections on ethical crises and turning points in Temple-North Philadelphia IT partnerships。Radical theory/critical praxis: Making a difference beyond the academy。Veron：Praxis Press。  new window
5.Ellsworth, E.(1992)。Why doesn't this feel empowering? Working through the repressive myths of critical pedagogy。Feminisms and critical pedagogy。New York, NY。  new window
 
 
 
 
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