從多元文化觀點省思「弱勢者」的教育「問題」與「對策」

Reframing the Educational "Problems" and "Resolutions" of the Disadvantaged Groups Based on a Pluralist Conception of Multiculturalism

莊勝義(Sheng-Yih Chuang)

《教育與多元文化研究》 1期 (2009/12) Pp. 17-56

摘要

本文旨在透過多元文化觀點的建構，針對「弱勢者」的教育實踐與論述，剖析其中涉及的教育不義與文化差異議題，以彰顯弱勢者的教育論述中關於「問題」與「對策」的複雜性。並從此反映出多元的多元文化教育論述，以及其中涉及多元文化理論與社會正義訴求的關係。
首先，從「多元文化與教育有何關係？」，切入多元文化教育的目的訴求之問題，揭露關注個人自由的普遍公民權訴求，以及關注社群的少數族群（或特殊的團體）之「集體文化權」訴求。
其次，從「多元觀點的多元文化教育」介紹多元文化教育論述的不同面貌，以及其間可能的對立或矛盾關係，並藉此說明時下眾多教育論述中，以「社會正義作爲多元文化教育目的」所涉及的偏誤，或者企圖以「多元文化教育企圖融合『差異政治』(politics of difference)與『普同性政治』」(politics of sameness)所遭遇的困難。
然後，從當前台灣的「弱勢者教育政策」切入，彰顯其涉及「身分確認策略」與「重分配理論」的應用，以及呈現「差異盲」(blind to difference)或／與「差異迷」(the myth of difference)的現象。
最後，結合「身分認同」、「文化差異」、「社會正義」等理念的「參與式民主的多元文化觀」，強調多元文化教育理念的多樣意義，以及實踐上涉及「重分配」、「肯認」、或「民主代表權」等，可能面臨的優先順序問題。

關鍵字

多元文化 ； 社會正義 ； 差異政治 ； 文化差異 ； 弱勢者教育

並列摘要

This article is aimed at reframing the educational ”problems” and ”resolutions” of the disadvantaged groups on the basis of a conception of multiculturalism relevant to strategies of redistribution, recognition, and representation. In order to do so, the relationship between multicultural education and social justice is highlighted and analyzed to set the grounds for theoretical examination.
In doing so, the question ”Is there anything that multicultural education has to do with social justice?” as posed as the first reveal question in this study. It is to disclose the purpose of the multicultural education which conflict between the individualized civil rights and the minority group rights. Secondly, the diverse facets of multicultural education are focused to help addressing the fallacy of the assumption that multicultural education is pertaining to social justice. The concept ”politics of recognition” is termed by Charles Taylor that is found problematic in its conflation of ”politics of difference” with ”politics of sameness”.
Thirdly, current Taiwan education policies for the disadvantaged are found to differentiate the social groups diachronically by a strategy of ”entitlement acknowledgement” and to redistribute educational resources and/or opportunities accordingly. As regards policy discourses and practices, the qualification of entitlement is employed in ways implied ”blind to differences” or/and ”the myth of differences.”
Finally, a conception of multiculturalism is based on identity politics, cultural differences, and social justice and relevant to participatory democracy which is proposed to reframe the educational issues concerned with the order of priorities of redistribution, recognition, and representation.

並列關鍵字

multiculturalism ； social justice ； politics of recognition ； cultural difference ； education for the disadvantaged groups