國民小學校長的多元文化教育理念與實踐之個案研究

A Case Study on the Belief and Practice of Multicultural Education of an Elementary School Principal

范光瑞(Kuang-Jui Fan)

指導教授 ： 簡玉敏

中原大學/人文與教育學院/教育研究所/碩士(2012年)

https://doi.org/10.6840/cycu201200407

摘要

本研究旨在瞭解桃園縣一所國民小學校長的多元文化教育理念與實踐，及其面臨的困境與因應策略。研究方法為質性研究取向，以半結構深入訪談作為資料蒐集的主要方法，並輔以觀察及文件分析。研究訪談對象包含校長一位、二位主任、三位老師、三位學生及六位家長，研究結果如下：
一、校長的成長背景、家庭環境、求學歷程、以及多元文化教育經驗，形塑她成為一位具有多元文化教育理念的校長。
二、佳佳校長多元文化教育理念為欣賞多元文化、視文化無優劣、新移民不等於弱勢、提供多元學習機會、給予舞台以發揮潛能、視新移民為一家人、多接觸多瞭解、信任、接納與包容。
三、校長的多元化教育理念包含複合論、自由主義與保守派多元文化主義之混合型態。
四、校長的多元文化教育實踐從增加對弱勢族群的理解、尊重、關懷與包容著手。
五、校長實踐多元文化教育的作法為引進多元的資源、創造多元的學習機會、培養老師和家長的多元文化素養、爭取新移民曝光機會，增加新移民自信心和營造關懷和諧的校園環境。
六、校長推動多元文化教育初期面臨人力不足、教師缺乏相關知能、經費短缺之困境。現階段則面臨新移民參與較少、欠缺系統化之課程與教學。主任、老師也憂心未來多元文化教育的推動可能會受校長輪調而無法持續。
七、校長面對多元文化教育困境的因應策略為初期積極引進各類資源並活用政策、促進瞭解、接納和溝通；現階段則強調全員參與，讓研習方式活潑化。
根據上述研究發現提出對個案校長、校長、教育主管機關及未來研究之建議以作為多元文化領導之參考。

關鍵字

國小校長 ； 多元文化教育 ； 多元文化領導

並列摘要

This case study aims to understand the belief, practice, faced difficulties and responded strategies of multicultural education of an elementary school principal in Taoyuan County. This study employed qualitative approach, and used semi-structured in-depth interviews, participatory observation and document analysis as a data collection method. The interviewees are the principal in Taoyuan County, two administrative employees, three teachers, three students and six representatives from the parents of the students. The major findings are as the following:
(1)The principal's background, family environment, as well as their experience shaping of multicultural education that she became a principal of multicultural cultural educational ideology.
(2)The principal’s belief of multicultural education include appreciation of the beauty of diverse cultures, no so-called good or bad but different culture, no disadvantaged new immigrants, providing multiple learning opportunities, offering stages to develop their potentials, viewing the new immigrants as a family, have more contact to learn more about trust, acceptation and toleration.
(3)The belief of multicultural education of an elementary school principal is mixed, including pluralist multiculturalism, liberal multiculturalism and conservative multiculturalism.
(4) Principal’s multicultural educational practices began with increased understanding of disadvantaged groups, respecting, caring and inclusive
(5) Principal’s practices of multicultural education are to introduce the diverse resources of the parties, establish a pluralistic society, provide various learning opportunities for students, train teachers and parents with multicultural literacy, give chances for new immigrants to perform, increase their self-confidence and create a caring and harmonious campus environment.
(6) Early stage principals faced with lack of manpower, teachers lack the knowledge of multicultural education and impact promotion of the financing predicament; less for new immigrants to participate at this stage, not a systematic planning of multicultural education curriculum, as well as worried about the future promotion of multicultural education may be affected by the rotation of the principal cannot be sustained.
(7) The principal face of the plight of the reaction strategies of multicultural education in the early stage is to actively introduce all kinds of resources, utilize the policies, to promote understanding, acceptance and communication; now, emphasized full participation and make the seminar vivacious.
Finally, according to the findings, this study also provided suggestions for school principals, policy makers and the future research for implementing multicultural leadership.

並列關鍵字

Multicultural leadership ； Elementary School Principal ； Multicultural education

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