幼兒教育階段新移民家庭的邊陲化現象探討

本文首先從國家提供新移民子女的幼兒教育政策，包含「扶持五歲弱勢幼兒及早教育計畫補助」、「中低收入家庭幼童托教補助」、「原住民幼兒就讀公私立幼稚園補助」，分析目前公托與公幼弱勢化的問題，並探討新移民家庭因幼教政策的引導下，新移民家庭幼兒不斷被填補到公立園所，造成弱勢家庭選擇園所不斷被邊陲化的現象。其次，研究者從家長參與學校決策的過程，探討新移民家庭被邊陲化，移民者被排除在學校決策之外，他們甚少有機會可以發聲，因為本身語言能力和社會階級的因素，學校參與的意願不高、機會也比較少。第三，研究者從知識社會學探討知識或思想過程與社會文化中其他存在因素之間的關連。探討園所中以歐美文化為主流的霸權文化，被視為「有價值的」或「重要的」思考或知識，以新移民家庭為核心的東南亞文化卻不斷被忽視，加速社會階層化與教育資本的累積。

關鍵字

幼兒教育；邊陲化；教育政策；家長參與；幼教課程

並列摘要

According to the governmental statistics in Taiwan, the young children from immigrant family enrolled in kindergartens amounted to 13, 477 in 2007. At the same year, 32, 374 children from immigrant family enrolled in the nursery schools. Among these, foreign spouse's children at public nurseries achieved 23.2%, compared to 8.3% at private ones. In recent years, the Department of Education adopted early intervention policy to encourage foreign spouse's children to enter public nursery schools. However, this would compress the opportunity of other young children. The immigrant family is marginalized to the extent which they are excluded from the school management and policy decision. Language appears to be the most difficult obstacle for immigrant parents to communicate with school teachers. Furthermore they do not have sufficient information about how the school system work and the 'proper' way to interact with school members. The multicultural curriculum at nursery school emphasizes dominant cultures represented by the USA and European countries. It ignored the fact that nursery school children's foreign parents come from South-East Asian countries and China. The curriculum reflects what is perceived as 'valuable' or 'important' school knowledge in society.