批判教育學之於環境正義的探討

本地批判教育學或批判教學論已有一定程度的開展，並且累積不少的研究，這些研究泰半以教師、學生等受壓迫主體作為研究的對象，討論其日常生活的處境、進而尋求解放之路。當然還有一些研究以批判教育學觀點討論教育政策的形成，以及其中所隱藏的意識型態。不過，本文好奇的是批判教育學除了目前的形貌之外，是否還可以開展出其他的取向？特別是為什麼批判教育學陣營很少談到生態與環境的面向？本文以理論分析的方式，耙梳相關的文獻，如Freire與Bowers，一方面提出結合批判教育學與環境論述的可能性；另一方面，本文認為社區中介與社會運動中介可以作為環境識能萌生與實踐的中介機制。

關鍵字

批判教育學；受壓迫者教育學；環境

並列摘要

There has been some research done in Taiwan in the field of critical pedagogy, focused mainly on the problem of the ”oppression”-in various senses-of both schoolteachers and students in their everyday lives. These studies have also made some suggestions regarding the possibility if ”emancipation,” again in various senses of the term. Other studies that belong broadly to this same field have set out to analyze the various sorts of ideological bias in the formation of educational policy. However, this paper explores the possibility of looking at current environmental issues within the framework of critical pedagogy. After looking at the theoretical debates between Freire's and Bowers' arguments, the paper presents possible approaches to environmental concern within the context of critical pedagogy, and suggests the potential role of community and social movements in the development of environmental discourses within this context.