本土（化）教育的另一個出路－「村」的「氛圍」與「尊嚴」

An Alternative of Indigenous Pedagogy: The Atmosphere and the Dignity in the Village

10.6151/CERQ.2010.1801.03

林民程(Min-Cheng Lin)

氣氛美學 ； 生態美學 ； 鄉愁 ； 社區有教室 ； 隱闇（默會）知識 ； atmosphere aesthetics ； ecological aesthetics ； nostalgia ； The Classroom in the Community ； tacit knowledge

當代教育研究季刊

18卷1期（2010 / 03 / 31）

77 - 110

繁體中文

以往借用西方批判理論的本土教育論述尚未本土化，使得當前本土教育顯得淺薄空泛，並披上破壞族群的汙名色彩。因此，本文企圖將具有基本教義性質的本土化教育過渡到具有公民行動性質的在地化教育。以「村」的語境與G Böhme的氣氛美學做為根基，論述學校空間「氛圍」與「尊嚴」之形塑。將以往從課程面向進行的本土教育，往空間面向移動，企圖形塑學校為「美學的權力機制」，在被功能化與升學主義宰制的學校空間文化中，重建人與物的尊嚴。「氛圍」訴說空間是會說話的；「尊嚴」則蘊含將物的形、色與質感往最適當的位置去安置的行動。本文以學校工作現場的隱闇（默會）知識做為組織與分析要點。文末以一所國中推動「社區有教室」課程的實踐經驗做為說明。

The western critical theory which was used to construct the Taiwan indigenization education theory has never been indigenized, therefore it makes Taiwan indigenization education show only superficial and has been politically stigmatized for increasing ethnic struggle. This article attempts to build the discourse for connecting indigenization education which based on Taiwanese essentialism and the localization education which based on civic participation. The discourse about the atmosphere and the dignity in the village, which partly derived from Gernot Bohme's Atmosphere Aesthetics, tries to construct the aesthetic power mechanism in the school. Mostly indigenization education in Taiwan always focused on curriculum aspect, but this article emphasizes on space-reconstruction aspect and tries to liberate students and teachers from the functionalized school cultural space which dominated by Taiwanese education fanaticism. 'Atmosphere' indicates that the spaces would 'speak', and 'dignity' refers the action to make the most proper arrangement for the shape, color and nature in the space. The tacit knowledge from the practicing 'The Classroom in the Community' curriculum in a remote junior school was analyzed for reiterating this new path.

1. Ball, S. J.,Goodson, I.(Eds.)(1985).Teachers' lives and Careers.London:Falmer Press.
2. Britzman, D. P.(1991).Practice makes practice-A critical study of learning to teach.Albany, New York:State University of NewYork.
3. Butt, R. L.,Rayrnind, D.(1987).Arguments for using qualitative approaches in understanding teacher thinking: The case of biography.Journal of Curriculum Theorizing,7(1),62-93.
4. Butt, R.,Raymong, D.,McCue, G.,Yamagishi, L.,I. F. Goodson(Ed.)(1992).Studying teachers' Lives.London:Routledge.
5. Casey, K.(1993).I answer with my life-Life histories of women teachers working for social change.London:Routledge.
6. Connelly, F. M.,Clandinin, D. J.(Eds.)(1999).Shaping a professional identity: Stories of educational practice.New York and London:Teachers College Press.
7. Denzin, N. K.,Lincoln, Y. S.,N. K. Denzin(Eds.),Y. S. Lincoln(Eds.)(1994).Handbook of qualitative research.Ca:Sage.
8. Goodson, I. F.(1992).Studying teachers' lives.London:Routledge.
9. Goodson, I. F.,F. Goodson(Eds.),R. Walker(Eds.)(1991).Biography, identity & schooling-Episodes in educational research.London:The Falmer Press.
10. Grumet, M. R.(1988).Bitter milk: Women and teaching.Amherst, Mass:The University of Massachusetts Press.
11. Huberman, A. M.(1989).The professional life cycle of teacher.Teachers College Record,91(1),31-57.
12. Kelchtermans, G.(1993).Getting the story, understanding the lives: From career stories to teachers' professional development.Teaching & Teacher Education,9(6),443-456.
13. Kelchtermans, G.,Vandenberghe,R.(1994).Teachers' professional development: A biographical perspective.Journal of Curriculum Studies,23(1),45-62.
14. Lipka, R. P.,Brinthaupt, T. M.(1999).The role of self in teacher development.Albany, New York:State University of NewYork.
15. McCarthy, C.,C. E. Sleeter(Eds.),P. L. McLaren(Eds.)(1995).Multicultural education, critical pedagogy and the politics of difference.Albany, NY:State University of NewYork Press.
16. McEwan, H.,Egan, K.(Eds.)(1995).Narrative in teaching, learning and research.New York:Teachers College Press.
17. Munro, P.(1998).Subject to fiction: Women teachers' life history narratives and the cultural politics of resistance.Buchingham and Philadelphia:Open University Press.
18. Popkewitz, T. S.(1998).What's in a research project: Some thoughts on the intersection of history, social structure, and biography.Curriculum Inquiry,18(4),379-400.
19. Raymond, D.,Butt, R.,Townsend, D.,A. Hargreaves(Eds.),M. G. Fullan(Eds.)(1992).Understanding teacher development.London:the Falmer Press.
20. Sleeter, C. E.(1996).Multicultural education as social activism.Albany, NY:State University of NewYork Press.
21. Smith, L. M.,N. K. Denzin(Eds.),Y. S. Lincoln(Eds.)(1994).Handbook of qualitative research.Ca:Sage.
22. Smith, L. M.,N. K. Denzin(Eds.),Y. S. Lincoln(Eds.)(1998).Strategies of qualitative inquiry.London:Sage.
23. Witherell, C.,Noddings, N.(Eds.)(1991).Stories lives tell: Narrative and dialogue in education.New York:Teachers College Press.
24. Woods, P.(1993).Managing marginality: Teacher development through grounded life history.British Educational Research Journal,19(5),447-465.
25. 白穗儀(1998)。碩士論文(碩士論文)。彰化，國立彰化師範大學教育研究所。
26. 李俊湖(1992)。碩士論文(碩士論文)。台北，國立台灣師範大學教育研究所。
27. 沈翠蓮(1994)。碩士論文(碩士論文)。高雄，國立高雄師範大學教育研究所。
28. 周崇儒(1997)。碩士論文(碩士論文)。台北，台北市立師範學院國民教育研究所。
29. 張豐儒(2000)。碩士論文(碩士論文)。花蓮，國立花蓮師範學院國民教育研究所。
30. 許傳德(1999)。碩士論文(碩士論文)。台東，國立台東師範學院國民教育研究所。
31. 曾彩莉(2000)。碩士論文(碩士論文)。花蓮，慈濟大學教育研究所。
32. 馮雅莉(1997)。碩士論文(碩士論文)。高雄，國立高雄師範大學教育系所。
33. 歐用生(1996)。教師專業成長。台北:師大書苑。
34. 饒見維(1996)。教師專業發展－理論與實務。台北:五南。

1. (2011)。探討政治與教育的合理對話。市北教育學刊，38，25-48。