教師作為轉化型知識份子的教育實踐

Educational Praxis of Teachers as Transformative Intellectuals

張盈堃(Yin-Kun Chang)

《教育與社會研究》 1期 (2000/12) Pp. 25-58

https://doi.org/10.6429/FES.200012.0025

摘要

在台灣教育體制中，不難發現文化霸權在其中運作的事實，以及教師與學生的主體性受到嚴重的忽略，本文試問如何在保守的教育體制中找到解放的可能性？從批判教育學給研究者的啓發，教師不只是文化霸權的接收者，更具有抗拒與轉化的可能性。在批判教育學的論述裡，視教師爲－轉化型的知識份子(transformative intellectuals)他們不但抗拒意識形態再生產，同時對課程與教學具有影響力，肩負著社會轉化的責任，然而批判教育學較少涉及抗拒與轉化可能性的討論，根據研究者田野的發現，基層教師面對的阻力很大，如本文所列舉的「基層教師的當兵心態」與「校園中無形的電眼」。儘管阻力很大，但本文從隱藏檔案的觀點舉出幾位轉化型知識份子的教育實踐，從幾位教師的例子可歸納幾個特點，如偶然性的集結、陽奉陰違的手段等等，一方面不與學校的文化霸權起正面的衝突，另一方面把教室作爲自己抗拒與轉化的戰場。

關鍵字

批判教育學 ； 抗拒 ； 轉化型知識份子

並列摘要

In this paper, the core hypothesis is that teacher as transformative intellectuals and try to find the possibility of regulation, resistance and transformation in current Taiwan educational system. Critical pedagogy is the main theory approach in this paper. Critical pedagogy help us understand that the political relationship between schools and society is neither artificial nor neutral nor necessarily negative. Rather, school personnels have a positive and dynamic political role to play.
However, this paper finds some difficulties for teachers in Taiwan to resist and transform, such as ”the invisible hierarchical observation in school (校園中無形的電眼)”and ”alienation and involuntary soldier-like subculture in school (當兵的心態)”. In spite of these difficulties, this paper finds some resistance praxis from hidden transcript. These teachers obey hegemonic values and test their limits, in the meantime, they also do their resistance and transformative praxis, on the contrary.

並列關鍵字

critical pedagogy ； resistance ； transformative intellectuals