從世代理論觀點探究高中公民教師的敘事認同

臺灣自1980年代末以來經歷政治民主化、自由化、本土化，教育改革和公民課程改革亦隨之進展。長期以三民主義和公民課程為主的高中公民教育持續轉型，並在2000年代由具社會科學知識和公民資質培育性質的公民與社會課程取代，這些變化形塑了不同世代公民教師的經驗和認同。本研究旨在藉由兩位出生於1970年代初、經歷臺灣民主轉型期的高中公民教師的生命史敘事，探究他們的敘事認同。本研究採用Mannheim世代社會學的理論觀點，並以現象學訪談法探究兩位公民教師對臺灣政治社會變遷、教育改革、公民課程改革的理解。本研究發現兩位教師在政治社會化歷程中形塑各自獨特的政治認同和世代認同，並在其中習得社會科學專業知識、增進對社會變遷的認識而成為教師。教育政策和制度變化也對兩位教師的職涯產生不同影響，他們在公民教師換證、參與學科中心、投入或抗拒不同課綱的實踐中開展民主化和多元化的教師專業化歷程。他們追求本土化和民主價值、對抗意識型態灌輸的個人政治認同鑲嵌於教師專業認同中，這些認同也展現於他們課室外的行動和課室內的教學實踐。在考量自身專業經歷與職涯，意識到自己與新世代公民教師的世代差異後，兩位教師在108新課綱的改革中投入不同方向。

關鍵字

世代；課程改革；敘事認同；民主化；公民教師

並列摘要

Taiwan has experienced political democratization, liberalization and indigenization since the late 1980s, with education reforms and civics curriculum reforms progressing along with the socio-political change. Taiwan’s high school civic education, consisting mainly of Three People’s Principles curriculum and Civics curriculum, had undergone continuous transformation. Civics and Society curriculum then brought in social science knowledge and citizenship education in place of the previous curricula in the 2000s. These changes have shaped different generational experiences and identities in civics teachers of different generations. This study aims to explore, through their life history narratives, the narrative identities of two high school civics teachers who were born in the early 1970s and spent their formative years during the democratic transition period. Employing Mannheim’s sociology of generations and using phenomenological interview, this study investigated the two teachers’ perceptions of Taiwan’s socio-political changes, education reforms and civics curriculum reforms in their life course. The findings suggest that the two teachers developed their own political identities and generational identities through political socialization process during which they acquired social science knowledge and fostered a deeper understanding of the changing world as they stepped toward becoming a teacher. Policy and institutional changes in education also influenced their professional career in different ways. The experiences of civics teacher recertification, involvement in Civics and Society Resource Center, and engagement in or resistance to each curriculum reform democratized and diversified their teacher professionalization process. Their personal political identities as in the pursuit of indigenization and democratization, and the counter to ideological indoctrination, were embedded in their teacher professional identities. These identities were also reflected in their teaching practice inside classroom and action outside classroom. In consideration of their professional experience, career planning and the generational differences from teachers of younger generations, the two teachers made their commitment to different domains in the latest 108 Curriculum reform.