泰緬邊境移工子女學校之教育發展策略探究

在泰緬邊境多元複雜的脈絡下，處於邊境社會弱勢的緬甸移工及其子女的生存滿是艱辛，卻仍自發地撐起下一代的學校教育，回應子女的多元照護與教育的需求，展現出自立救助的不簡單精神。本文以民族誌研究進行田野調查，於2015年至2016年間共八個月時間，以全球在地行動公益協會之實習生身分，浸潤在泰國邊城美索的脈絡之中，走訪多所緬甸移工子女學校與相關活動，透過參與式觀察、訪談等多元的資料蒐集方式，探析緬甸移工子女學校的教育發展需求與實踐，並以溫校長作為關鍵報導人，梳理出緬甸移工子女學校的教育策略與困境，最後提出緬甸移工子女學校之教育發展方向供作參考。依據各項資料分析結果，本研究獲致以下結果：緬甸移工社群對緬甸移工子女學校有其獨特的教育發展策略，且能夠與國際非政府組織合作，一同協助緬甸移工子女學校的教育發展。在未來的協助發展方向，本研究提出三點建議供作參考：一、重視在地社群的自主權；二、培力在地社群的專業能量；三、透過教育建立族群間的和諧關係。最後邀請世界公民的我們，從台灣海島出發，一同與泰緬邊境的緬甸移工社群及緬甸移工子女學校，思辨這變化萬分時代下的教育策略。

關鍵字

泰緬邊境；緬甸移工子女學校；教育發展策略

並列摘要

In the multicultural and complicated context of the Thai – Myanmar border, the migrant workers and children from Myanmar struggle for their life. The local communities of migrant workers show the amazing spirit through gathering resources and establish the schools for their children on their own. The research purpose of this study is to explore the educational development strategies of migrant children school in Thai-Myanmar border. This study mainly adopts participant observation, interview, documentary collection of ethnographic research for 8 months during 2015-2016 in Thai – Myanmar border and taking the head teacher wun as the key informants. The conclusions of this study are as follows: the communities of migrant workers have unique educational development strategies to face the difficulties in Thai-Myanmar Border, and are able to communicate and operate with international non-government organization to promote the migrant children educational level. Besides, three suggestions of educational development are given as follows: (a) Attach importance of local ownership. Second;(b) Empower the local community with the professional ability; (c) Build the harmony relationship of ethnic group. Finally, this study invites all the citizens of the world to think the educational development in the unpredictable age together to create a child-friendly education world.