高等教育出版


 

 
 
篇名
學生投書中再現之教育問題與學生主體:1993-2009年之聯合報民意論壇   全文下載 更多文章
並列篇名
Educational Problems and Student Subjects Reflected in Student-submitted Letters: The Opinion Section of the United Daily News from 1993-2009
作者 鄧宗聖
中文摘要
本文視學生投書為再現教育秩序與權力知識的論域,以Bernstein提出「表意」與「工具」兩種秩序為框架,透過Foucault對論述分析之觀點,描繪教育改革倡議期間(1993-2009),聯合報民意論壇中的學生投書如何再現教育問題,並分析學生主體的自我建構。結果顯示,臺灣學生辨析的教育問題,不離「考試」帶來種種的生活與秩序。「考試」成為形成學生主體的「評鑑技術」,既能做為道德共識(公平性),亦具有社會區隔(分流與專業化)的功能。教育在「培養思考」(目的)與「評鑑思考」(手段)中擺盪,多元入學促使「評鑑技術」多樣化,儘管學生可以理解目的,但手段卻從外(區隔)到內(道德)占據著學生,使之從「我思考」轉變為「考思我」的主體。
英文摘要
This paper examined discourse concerning representation of the educational order, power, and knowledge in the opinion letters submitted by students. It employed two types of order proposed by Bernstein as frameworks and explored educational problems through Foucault's methods of discourse analysis.It was found that the education-related problems discussed and analyzed by students in Taiwan were associated with various types of life and order brought about by “examinations.” Because “examinations” constituted an “assessment technique” centered on the student, they could form an ethical consensus (fairness) and possess the function of social segmentation (i.e., tracking and specialization).Education had oscillated between “trained thinking” (ends-oriented) and “assessment thinking” (means-oriented). More diverse school entrance channels promoted the diversification of “assessment techniques.” Although students could understand the ends, the means preoccupied their external (segmentation) and internal (ethical) thinking, which caused them to have a shift in subject from “I think” to “thinking about myself.”
起訖頁 119-157
關鍵詞 論述分析教育問題學生讀者投書discourse analysiseducational problemsstudentsletters to the editor
刊名 臺灣教育社會學研究
期數 201106 (11:1期)
出版單位 臺灣教育社會學學會
該期刊-上一篇 現代性與學校文化變革研究新路徑:學校後設文化取向
 
   
  臺灣教育社會學學會 Taiwan Association for Sociology of Education
  臺灣教育社會學研究