矛盾：基層教師生活世界的宰制與抗拒

Contradictions: Domination and Resistance in Teachers' Everyday Lives

張盈堃(Yin-Kun Chang)；陳慧璇(Hui-Hsuan Chen)

教育改革 ； 新社會運動 ； 批判教育學 ； 抗拒 ； education reform ； new social movement ； critical pedagogy ； resistance

應用心理研究

21期（2004 / 03 / 01）

35 - 62

繁體中文

雖然在教育改革的風潮下，各式各樣的教育政策試圖解決相關問題，但教師的生活世界仍然充斥著去技術化的事實，不僅是在微觀的生活世界層次，也包含巨觀的政策制定層次。本文根據批判教育學的觀點討論教育改革運動背後的文化政治意涵，特別關於教育的主體性－教師，即真正關切這些教師日常生活的抗拒行動，這必須回到教師所處的文化情境脈絡下加以考察。固然Giroux指出抗拒的可能性，然而這種說法就像Apple所批評這些論述缺乏物質性的基礎，只停留在後現代/後結構的論述風格，因此本文引用James Scott的說法能夠補足批判教育學抗拒論述缺乏物質實體的不足，即教師的抗拒必需從隱藏的檔案裡探究，才能看出以虛諉化的手法，表面上不與宰制結構起衝突，但是私底下巧妙地改變整個霸權體質的可能性。最後，本文認為教育改革的本身就是一種矛盾，儘管教育改革的本意試圖解決去霸權化，但教育改革的結果往往又再次霸權化，但教育改革的正面意義在於建立一個討價還價(bargaining)的空間，而衝突或抗拒的產生則是規範性結構動搖的機會。

This paper aims to analyze the educational reform movement in Taiwan from a perspective of critical pedagogy, particularly focusing on teacher's everyday life. Given that teacher's work life is filled up with the fact of deskilling, this study attempts to deconstruct the cultural and political implications underneath the educational reform movement and explore the possibility of resistance from teachers in everyday life. First of all, this paper does not support the claim that teacher union will bring about teachers' professional identity and development. Rather, this paper suggests that only through hidden inquiry about teachers' work life alongside the consideration of strategy/tactic, there may emerge a possibility of resistance. Further, this study goes beyond Henry Giroux's notion of resistance, which is absent from the consideration of material condition, and refers to James Scott's concepts of hidden transcript and euphemism with a view to altering the hegemonic structure from the forces of teachers in everyday life. In conclusion, this paper regards that the implication of the educational reform movement is contradiction; that is, on the one hand, the emergence of educational reform represents a de-hegemonization. The agent of educational reform challenges and shifts a hegemonic structure. But, on the other hand, the results of educational reform also facilitate re-hegemonization, in which educational reform seems inevitably to move towards institutional power; and it is impossible to end the role of the enforced hegemonic structure.

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