穿越族群與階級的邊界-我與原住民學生師生互動之敘事探究

陳佳佳

指導教授 ： 劉美慧

國立臺灣師範大學/教育學院/教育學系在職進修碩士班/碩士(2008年)

摘要

摘 要

本研究採用敘事探究取徑，敘說國中校園教學現場的漢人教師與原住民學生的互動情形，以族群與階級面向為經，師生互動的故事為緯，透過敘事探究的書寫與反思，盼能穿透師生不同之生命經驗，以瞭解勞工階級家庭背景的原住民學生之學校生活情形，探究師生互動中所遇到的問題與困難，從而釐清教師之身份認同與自我期許，分析學校教育可能的盲點，藉由書寫、沈澱、反思、到批判再重新開展行動力。
研究發現師生互動中所面臨的不僅僅是表面的問題，許多學校體制與社會結構的問題也在故事中一一浮現。經由這趟師生互動的旅程，看見的是學生更多的處境，也看見過往的生活經驗與學校的主流文化是如何影響著教師的作為。當然更重要的是，透過敘事探究的敘說與書寫，發現自我深層的內在聲音與能量，使自己在未來的教師之路上繼續前進。此外，也再對研究過程進行反思性的思考，回看研究歷程以及對教師角色、師生互動的重新理解。
最後，在敘事探究的路上，我亦看見教育現場上許多制度面的結構已經有鬆動的可能，然而多元文化教育並非教師個人的事，而是整個學校以及教育制度的事，本論文便是扮演著拋磚引玉的作用，成為多元文化教師是邀請大家對於結構或制度面的反思及轉化的可能，是邀請大家一起來的行動！

關鍵字

族群 ； 階級 ； 師生互動 ； 敘事探究

並列摘要

Abstract

This study adopts the narrative inquiry approach and recounts the on-the-spot teaching interaction between Han teachers and indigenous students in the junior high school campus. Furthermore, the study takes the ethnic group and class as the longitudinal connection and the interactive scenario between teachers and students as the latitudinal connection in the hope of exploring the varying life experiences of teachers and students by means of the narrative inquiry writing and introspection, so as to better understand the campus life of the indigenous students from a labor family background and probe the problems and difficulties encountered during the teacher-student interaction. It may also help clarify the identity recognition and self-expectation of the teachers, analyze the blind points of the school education, and re-drive the action power through writing, meditation, introspection and criticism.

The study reveals that what encountered during the teacher-student interaction are not merely problems of the surface, the problems of school’s educational system and social structure also emerge in the story. This teacher-student interaction activity not only unveils more predicaments that students encounter, but also manifests the impacts of past life experiences and mainstream culture of schools on teachers’ behaviors. Of course, the most important thing is that through the narration and writing of the narrative inquiry approach, I may hear the inner voice and find the energy from the deep of my heart, thereby strengthening my faith in my future teaching career. Furthermore, I have introspectively thought over the entire course of the study, looked back on my study, and had a different comprehension on the teacher-student interaction.

Eventually, I also see the possibility that the institutional structure on the educational scene becomes to get loose. However, the multicultural education is not merely a matter of teachers; instead, it’s a matter involving the entire school and the educational system. This study offers modest comment to encourage the active participation of teachers with multicultural education perception and to think over the possibility of introspection and transformation of the existing structures or systems.

並列關鍵字

ethnic group ； class ； teacher-student interaction ； narrative inquiry

參考文獻

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