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題名 | Bell Hooks的「交融教育學」研究=Bell Hooks' Engaged Pedagogy |
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作者 | 楊滿玉; | 書刊名 | 慈濟大學教育研究學刊 |
卷期 | 1 2004.07[民93.07] |
頁次 | 頁145-190 |
分類號 | 520.14 |
關鍵詞 | 交融教育學; 女性主義教育學; 批判意識; 自我實現; Bell hooks; Engaged pedagogy; Feminist pedagogy; Critical consciousness; Self realization; |
語文 | 中文(Chinese) |
中文摘要 | 目前任教紐約市立大學的hell hooks,本名Gloria Watkins,成長於美國南方的勞工家庭。從小見及性別歧視加上種族歧視的偏見形式,在黑人女性的心中留下烙印,開啟其成為一位女性主義者之路,並立志為黑人族群的自由平等而奉獻心力。求學時期,接觸Paulo Freire的批判理論,以及Thich Nhat Hanh的交融佛學觀,加諸女性主義的啟蒙和多元文化主義的思潮,還有當初南方隔離學校的教師典範,皆影響了 hooks建構自己成為教師的教育理念。 初期, hooks是在教室中進行「女性主義教育學」,其後,透過理論和實踐的交互辯證, hooks再提出「交融教育學」的概念,作為其在教學實務上的批判實踐。一方面這是hooks基於過去被邊緣化的求學經驗,除了反應傳統教師在教學策略和師生關係上的權威心態,亦批判白人教育系統的階層化意識型態,造成非主流文化的壓迫和境遇疏離;另一方面,hooks藉由「交融教育學」重新檢視教育的本質,即重視師生之間的互動性認知關係,建立交互主體性對話和增能的轉化機制,幫助學生返回自身學習經驗的過程和脈絡,目的是培養學習主體的批判意識去發聲和發現,激發求知的欲望和定義學習的價值,即以教育作為自由的實踐,期許每一個人都可以成為他/她自己的實現自我。 |
英文摘要 | "bell hooks", currently teaching at City University of new York, was born as Gloria Watkins and grew up in a southern blue-collar family. Having witnessed discrimination of race and sex in her growing-up years, and imprinted by social prejudice as a Black female, hooks was motivated to become a feminist. Later, she devoted herself to being and advocate for the freedom and equality of all Blacks. Exposure to Paulo Freire's critical theory and Thich Nhat Hanh's philosophy of Engaged Buddhism during her college years, plus influence from the feminist movement and multi-culturalism trends, caused hooks to form her own pedagogy as a teacher, as opposed to a teacher archetype, established in de-segregated southern schools. hooks started her feminist pedagogy in the classroom, and she later proposed a concept of "engaged pedagogy", achieved via a dialectical process of theory and practice, as a praxis in her teaching. On one hand, this reflects hooks' criticism of patriarchal ideology in the "Whites" educational system, based on her own experience as a marginal learner, and the authoritative mentality of traditional teachers towards teaching strategy and the teacher-student relationship. On the other hand, "engaged pedagogy" re-examines the nature of education, and emphasizes a mutual cognitive teacher-student relationship. "Engaged pedagogy" thus established an interactive discourse and a transformative mechanism of empowerment for students to nurture and discover critical consciousness, to return to learning as a personal experience and a contextual process, to stimulate a desire for knowledge and to find a definition of learning. Education, after all, is a practice of freedom by which everybody defines their own identity and achieves self-realization. |
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