從文化精熟談學校文化領導者的知與行

Applying Cultural Proficiency in Perception and Practice of School Culture Leaders

徐欽祥(Chin-Shyang Shyu)

《學校行政》 53期 (2008/01) Pp. 33-45

https://doi.org/10.6423/HHHC.200801.0033

摘要

過去幾十年來，學校多元文化教育的重要性乃為西方社會所肯定，隨著全球化思潮的來臨，我國的教育環境漸具差異性與多元化，因此，亦是有推動多元文化教育的必要。校長是學校文化的領導者，其在學校文化的型塑上扮演重要角色，在現今學校多元化的環境裡，一些學者也認為整合多元文化能力、衝突解決和教育科技等能力乃為學生面對文化差異的議題時的教育性和有力的方式，文化精熟的概念則提供了處理文化相關議題的工具給予學校的領導者作為參考，因此，本文乃從嘗試將文化精熟理論應用到教育現場。

關鍵字

文化精熟 ； 學校文化 ； 多元文化教育

並列摘要

It is known that multicultural education school has been discussed and practiced in the western countries for several decades. As the rise of globalization, Taiwan education has been developing with diversity and multiculturalism. We, therefore, should promote and implement multicultural education as well. Principal is the leader of school culture and plays a vital role of cultivating school culture. Given the enormous diversity found today in many schools, researches suggest that the integration of multicultural competencies, conflict resolution, and educational technology literacy are powerful tools for educators1 and powerful means for students to embrace issues of difference. Cultural proficiency could be seen as tools for principals to solve issues of multicultural. This study, therefore, attempts to put the theoretical ideal of multicultural education into action.

並列關鍵字

cultural proficiency ； school culture ； multicultural education

參考文獻

阿美族網路社群

田培林(1986)。教育與文化。台北市:五南圖書公司。

組織文化上課講義

張慶勳、中華民國學校行政研究學會、台北市政府教育局主辦()。

張慶勳(2003)。學校組織文化研究方法之評析。屏東師院學報。18，1-40。