教師作為轉化型人權教育工作者的人種誌研究

Human Rights Education Teachers as the Transformative Intellectuals of Ethnographic Research

游美惠(You Meei-huey)

指導教授 ： 林安邦

國立臺灣師範大學/教育學院/公民教育與活動領導學系/博士(2004年)

摘要

教師作為轉化型人權教育工作者的人種誌研究

摘 要
許多的教育改革是回應社會正義教育，而人權教育提供我們於課堂中實現社會正義的一個施展的空間，批判教學論的任務便在於重新賦與師生反抗的力量，其中的關鍵在於老師必需成為「轉化型知識份子」。
本研究所採的是人種誌研究，人種誌是屬於質性研究的一種，研究者透過人權教育工作者的教師經驗，研究者為豐富的描述，並對課堂中實施人權教育過程為深度的分析。
本研究是探究台灣五位人權教育教師的教學經驗，透過訪談、教室觀察和人權教育課程內容作為資料的來源，人權教師的自我認知，從最初的教師視自我為主體改變者，到視自我為學生的忠告者，教師視自我同時為教師與學習者的角色，到最後的教師視自我為一位批判教育者。
這五位人權教育工作者允許我們檢視，從他們的角度認知人權教育工作者的動機因素，經過研究後，所得到的主要因素是政策的推動，求學進修的啟迪，性別平等，人權團體的組織，學生的弱勢。
透過訪談、教室觀察、以及教師所使用的課程分析，得到教師實施人權教育對學生的影響有四個，包括：人權教育增加學生人權的覺醒、增進與他人社交的正面經驗、與學生經驗連結促進批判思考、於社會互動中實踐而非於課堂中。
人權教育的實施方法有：講述教學法、創造性教學法、合作教學法、影片教學法。人權教師指出人權教育的挑戰是：課程的限制，學生缺乏興趣，人權教育的違反，人權教育社群的缺乏。

關鍵字

人權教育 ； 人種誌研究 ； 轉化型知識份子

並列摘要

Human Rights Education Teachers as the Transformative Intellectuals of Ethnographic Research

Abstract

Several educational movements have emerged to respond to the call for social justice education. Human rights educators provide us with a closer look at social justice education in the classroom. The notion of ‘Teachers as the Transformative Intellectuals ’is the foundation for
critical educators to empower teachers and students to resist such oppression can be achieved.
This study is grounded in ethnographic research. Ethnography is a type of qualitative research. I document the experiences of teachers who describe themselves as human rights educators. I provide a rich description and in depth analysis of the processes of teaching human rights in the classroom.
The study examines the experiences and work of five human rights teachers in Taiwan. Interviews , classroom observations , and human rights education curriculum were used as sources of data.
Human rights teachers see themselves primarily as change agents , advocates for their students ,both teachers and learners ,and
critical educators.
The experiences of these five educators allow us to examine human rights education from their perspectives. The teachers highlighted several factors that motivated them to become human rights educators.
The findings of the study reveal the motivational factors that included
policy improved，study inspired , gender equality , human rights organizations ,and underprivileged student .These influenced the teachers to become human rights teachers.
After analyzing interviews , and the curriculum utilized by the teachers , I arrive at four central influence of human rights education in the classroom. The teachers point to the influence of human rights education in the classroom that human rights education increases students awareness of their human rights , encouraging right social activism ,
connected students’ lived experiences to promote critical thinking ,
putting a class into practice.
There are specific methodologies that facilitate the content of human rights education ,didactic instruction , cooperative learning ,
creative instruction, media instruction . The human rights teachers point to the challenge of human rights education ,limiting curriculum ,student non-interest , contradictory nature of human rights education ,and lack of a human rights community.

並列關鍵字

human rights education ； ethnographic research ； transformative intellectuals

參考文獻

林佳範（2002）。論人權理念與教改理念的一致性--從法治教育的言教與身教說起。公民教育學報，11，53-66。

林佳範 (2002)。從少年不良行為到犯罪行為的法令體系－探討親師的法治教育角色。載於公民教育學報，第十輯。

林佳範（2000）。「法治教育」或「教育與法治」--從教師管教行為淺談法治教育之言教與身教。載於公民教育學報，第九輯，201-218。

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