多元文化思潮之爭議及其對台灣多元文化教育之啟示

黃尚文(Shang-Wen Huang)

指導教授 ： 張建成 博士

國立臺灣師範大學/教育學院/教育學系/碩士(2006年)

摘要

本研究旨在探討多元文化主義及多元文化教育（通稱為多元文化思潮）的爭議，並提出對我國多元文化教育的啟示。本研究首先探究多元文化思潮的背景、理念及流派，彙整學者論點，將多元文化思潮分為獨石論及巨傘論。其次，探討獨石論多元文化思潮的爭議，包括其本質論預設、倫理相對論、群體權利限制、全球化時代的民族主義等論點。復次，探討巨傘論多元文化思潮的爭議，包括弱勢群體增生、權力資源競逐、性別與族群議題的衝突、多因並行論的限制等爭議。最後，評析我國多元文化教育研究、論述及政策，並提出對我國多元文化教育未來發展之啟示。本研究之主要結論與建議如下：
一、多元文化思潮可分為獨石論與巨傘論。
二、獨石論與巨傘論各有所偏。
三、我國的多元文化教育研究傾向巨傘論。
四、獨石論之「弱勢群體中的弱勢」爭議，凸顯多元文化教育將族群與性別議題並置的內部矛盾。
五、政治哲學領域與教育領域的多元文化研究少有交集。
六、慎思「多元文化教育」一詞的適切性。
七、多元文化教育下的階級文化研究未受重視。
八、多維盤錯論是未來多元文化教育研究有待發展的方向。
九、本研究對我國多元文化教育之啟示，包括多元文化的鐘擺、採納動態文化觀點、加強文化理論研究、建構族群與國家間的對話機制、正視族群議題與性別議題的衝突、思考多元文化教育一詞的適切性等論點。
十、在研究方法方面，本研究建議可採取「論述分析」的研究方法。
十一、在研究主題方面，建議可同時處理族群、性別、階級等社會動因在特定教育場域中的互動機制，探討其間多維盤錯的複雜關係。

關鍵字

多元文化主義 ； 多元文化教育 ； 獨石論 ； 巨傘論 ； 多維盤錯論

並列摘要

This thesis sheds light on the disputes over multiculturalism and multicultural education, briefly designated as“The Multicultural Current”, and the implications for the advancement of multicultural education in Taiwan. To begin with, this study explores the arising background, the essence, and the variance of the multicultural current. Furthermore, according to the analysis, the multicultural current could be classified into two divergent approaches, which are the monolith theory and the umbrella theory. The succeeding chapter elucidates the controversies of the monolith theory, including the essencialist assumptions, ethical relativism, the constraints of group right, and nationalism in the epoch of globalization. On the contrary, next to go would be the arguments of the umbrella theory, involving the proliferation of minorities, the competition for interests and power, the conflict between gender and ethnic issue, and the limitations of the parallelist model. Based on the aforementioned, the study makes comments on the academic researches, discourses, and the policies concerned, and provides suggestions for the development of multicultural education in the future. The primary conclusions as well as suggestions of this study would be as followed:
1. The multicultural current could be sorted into two categories: the monolith theory and the umbrella theory.
2. No matter the monolith theory or the umbrella theory has its own limitations.
3. Multicultural education in Taiwan leans toward the approach of the umbrella theory.
4. The conflict between gender and ethnic issue within multicultural education is unveiled by the adversity of“Minorities within Minorities”in the controversies of the monolith theory.
5. Concerning the researches on the multicultural current, few connections exist between the two distinquished fields of political philosophy and education.
6. It’s high time for us to deliberate the suitability of the acadamic term, “Multicultural Education.”
7. Little emphasis is placed on the research of the class culture, which is supposed to belong to the domain of multicultural education.
8. The nonsynchrony model could be the promising approach of multicultural education.
9. The implications for multicultural education in prospect include the pendulum of the multicultural current, assuming the dynamic perspective on culture, promoting the research of cultural theory, constructing the communicative machanism between the government and ethnic groups, facing up to the conflict between gender and ethnic issue, and meditating on the adequacy of the acadamic term,“Multicultural Education.”
10. As to the advice on the research method, the method of discourse analysis is recommended.
11. Regarding the research subject, it’s recommended to investigate the complexity of nonsynchrony relationship among dynamics by coping with the interaction of race, gender, and class simultaneously in the specific educational context.

並列關鍵字

multiculturalism ； multicultural education ； the monolith theory ； the umbrella theory ； the nonsynchrony model

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