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篇名
再論多元文化教育的困境   全文下載 更多文章
並列篇名
Revisiting the Multicultural Myths
作者 張建成
中文摘要
本文繼2007年〈獨石與巨傘〉一文後,將檢討的焦點從多元文化主義(教育)可能走偏之概念邏輯,轉為可能有失的實務運作。理論上,多元文化教育的主要任務,在於促進族群關係與提昇教育成就。可是,臺灣多元文化教育的實施,在促進族群關係方面,多半都在提振弱勢民族(如原住民)本身的族群文化認同,彷彿多元文化教育只是弱勢民族個別的事,與主流族群無關;在提升教育成就方面,臺灣的多元文化教育多半流為表面文章,非徒弱勢民族(如原住民)學業失利及中輟停學的情形,一如過往,整體教育成就的競爭力也依舊落於主流社會之後。伴隨這兩方面的分析,本文也根據相關的事實及論證,提醒不宜過度放大「文化差異」的說詞與效能,以免治絲益棼,造成紛擾。
英文摘要
In 2007, I released a research note in which metaphors such as “monolith” and “umbrella” were used to depict the discursive predicaments of multiculturalism in education. As a sequel to it, I am going to reconsider the praxis-related predicaments of multicultural education this time. Generally speaking, the revamping programs for promoting school performance and ethnic/cultural identity of minority students, if based primarily on a micro-level analysis of cultural diversity or focused exclusively on the minority’s point of view, will not do much help. It is quite often argued that the minorities will become vulnerable if they pay too much attention to the task of chasing or fixing up an “ever-changing” identity, because the members of the majority group, in the meantime, are busy equipping themselves for winning the competition educationally, economically, and politically. The macro-level analysis of cultural diversity, such as theories of “cultural ecology”.
起訖頁 111-128
關鍵詞 文化差異原住民教育成就族群關係cultural diversityaboriginal peopleeducational attainment and achievementethnic relation
刊名 教育研究集刊
期數 201409 (60:3期)
出版單位 國立臺灣師範大學教育學系
DOI 10.3966/102887082014096003004  複製DOI
該期刊-上一篇 青少年自尊成長趨勢及相關影響因素探討
 
   
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