戰後臺灣高職公民課程中的公民主體圖像

本論文旨在探究戰後臺灣高職公民課程中的公民主體圖像。晚近國外公民教育研究指出分流教育不僅是生涯選擇，更是公民培力差距與不平等公民主體配置的開始。由此本論文從公民身分和公民培力理論出發：分析戰後高職教育目的下高職公民課程設置的目的與功能、戰後高職公民課程中的公民身分內涵與公民教育特性及其所形構的公民主體圖像、檢視戰後高職公民課程是否進行公民培力、最後從政治、社會經濟脈絡下學校道德秩序的轉變，分析高職公民主體圖像的轉變與公民培力差距的出現條件。本論文把Foucault論述理論作為研究取向，以文本分析為研究方法，分析戰後臺灣的高職公民課程文件、政策文本、歷史文件、相關研究與課程制定者之訪談逐字稿等文本。本論文依據政治經濟脈絡與高職課程結構的轉變，劃分出三大時期來理解高職公民課程與公民主體圖像，並且主張因為政治、經濟產業與學校道德秩序的轉變，不僅轉變高職公民課程的目的與特性，更轉變公民主體圖像。透過戰後高職公民課程文件的分析，本研究發現：一、高職公民課程與公民主體圖像鑲嵌於政治經濟脈絡，1945-1986年威權統治與勞動密集產業脈絡下培育反共為國建設的責任公民、1987-2005年威權轉型與技術密集產業脈絡下培育關注社會議題的參與公民、2006-2018年政治民主化與知識經濟脈絡下的培育遵守民主規範的知識公民。二、戰後高職公民課程的公民身分義務論述始終為優勢論述。三、解嚴前高職公民課程相對沒有公民培力的內涵，直到解嚴後高職公民課程才逐漸出現公民培力的內涵；但晚近以社會科學知識化的主流公民培力論述，卻與高職體系存在格格不入的關係，進而必須稀釋與簡化公民課程，強化公民培力差距。四、戰後以來經濟產業對未來社會參與者的期待，在高職公民課程的公民主體圖像形構上，始終扮演重要角色。

關鍵字

高職公民課程；公民身分；公民培力；公民主體圖像；文本分析

並列摘要

This thesis aims to explore the images of citizen subjects in the vocational school’s civic curricula in the post-war Taiwan. A civic educational research has recently pointed out that the diversion of education is not only a choice of personal career, but also a beginning of civic empowerment gap and of an unequal assignment of citizen subjects. This paper starts from the theory of citizenship and civic empowerment: analyzing the purposes and functions of vocational school’s civic curricula in terms of the educational purpose of vocational education in the post-war, portraying the images of citizen subjects shaped both by the citizenship discourses and the features of vocational school’s civic curricula in the post-war Taiwan, examining whether the vocational school’s civic curricula in the post-war provided civic empowerment for students, discussing the changes of the images of citizen subjects in vocational school’s civic curricula and the emerging conditions of the civic empowerment gaps with the changes of school moral orders in the political and socio-economic context. The thesis adopts Foucault's discourse theory as research approach. This study uses textual analysis as the research method to analyze the texts of vocational school’s civic curricula in the post-war, policy texts of vocational education, historical documents, and the interview verbatim of curriculum makers of vocational school’s civic curricula. Based on the transformation of political, economic context and vocational curriculum structure, this thesis divides three major time periods to understand the vocational school’s civic curricula and the images of citizen subjects. This study also argues that the transformation of politics, economic and school moral orders has not only changed the purposes and the features of vocational school’s civic curricula but also the images of the citizen subjects. Through analyzing the vocational school’s civic curricula in the post-war Taiwan, this study found that: firstly, the images of the citizen's subjects in the vocational school’s civic curricula were embedded in the political and economic context-cultivating the responsible citizens for anti-communist and national development in the context of authoritarian rule and labor-intensive economic setting in 1945-1986, developing participatory citizens concerning about social issues under the political transformation and technologically intensive economic setting in 1987-2005, developing knowledgeable citizens for complying with democracy and norms in the context of the political democratization and the knowledge economic setting in 2006-2018. Secondly, the obligated discourses of citizenship still were advantage discourse in the vocational school’s civic curricula in the post-war Taiwan. Thirdly, the vocational school’s civic curricula did not provided civic empowerment with student until lifting of Martial Law Howere, .the vocational education system had been in an incompatible relationship with the mainstream discourse of civic empowerment, which highlights the knowledge of social science, thus, the vocational education system is necessary to simplify the civic curricula for students of vocational school so that it is strengthening the civic empowerment gap. Fourthly, the expectations of future social participants for economic industry had always played an important role in developing the images of the citizen subjects in the vocational school’s civic curricula in the post-war.