由“樂生事件”論教師公民參與之信念與實踐及其對教育工作的影響

本研究源自於研究者參與樂生事件之省思，目的在探討教師公民參與信念、實踐歷程，以及對教育工作之影響。本研究以三位參與樂生保存運動的屏東縣國小教師為研究對象，並以半結構的深入訪談法搜集資料。研究結果摘述如下：(1)教師參與公共事務是脈絡相連的發展歷程；(2)教師參與公共事務有助於自我反省與批判，可避免成為霸權的複製者，對於消弭偏見、歧視和刻板印象，有很大的幫助；(3)教師透過公共事務的參與，除了可以關心弱勢議題、實現社會公義外，在教學信念和課程設計上，可以得到更多的啟發，獲得專業學習成長；(4)受訪者認為國內的教學環境保守，師資養成及教育現場並不鼓勵基層教師參與社會關懷，大部分的老師不願關心或參與公共事務。

關鍵字

樂生事件；公民參與；多元文化教育

並列摘要

This research comes from the reflection of the researcher's participation in Leseng event. It aims to discuss the beliefs and practice of teachers’ citizen participation and also the influence on their education work. In this article, purposive samples are adopted. Three teachers, who are from Pingtung County Elementary School and participated in the Leseng preservation movement, are taken as subjects. Data and information are collected by the method of in-depth semi-structural interview. Results are revealed as follows: (1)Teachers' citizen participation is an interwoven development course instead of an improvisational participation. (2)Teachers' citizen participation can help teachers for their self-examination and self-criticism; therefore they can avoid duplicating hegemony and get rid of prejudice, discrimination and rigid impression. (3)In addition to caring about disadvantaged groups and realizing social obligations, teachers can get inspiration for their teaching beliefs and curriculum design, and to make improvements in their specialty. (4)Interviewees consider that the teaching environment in Taiwan is conservative and not encouraging teachers to participate in public affairs. A majority of teachers have no interests in public affairs and do not care about them.