頁籤選單縮合
題 名 | Homi K. Bhabha後殖民論述初探及其在教育上之啟發=The Post-Colonial Theory of Homi K. Bhabha and Its Revelations for Education |
---|---|
作 者 | 廖千惠; 許智香; | 書刊名 | 慈濟大學教育研究學刊 |
卷 期 | 1 2004.07[民93.07] |
頁 次 | 頁171-191 |
分類號 | 520.13 |
關鍵詞 | 後殖民論述; 揉雜; 混種; 含混矛盾; Homi K. Bhabha; The post-colonial theory; Hybridity; Ambivalence; |
語 文 | 中文(Chinese) |
中文摘要 | 本文主要針對Bhabha的後殖民論述觀點進行初步的探究,並由此提出對臺灣的社會研究,尤其是教育上的啟發與思考。Bhabha由後殖民觀點闡述文化揉雜(hybridity)與殖民雙方含混矛盾(ambivalence)且充滿張力的互動關係。他的理論概念打破傳統二元對立的穩定架構,以含混矛盾及不確定性(indeterminancy)為弱勢者開創出可遊走的空間。 本研究認為,Bhabha的理論概念可以提供研究者更細微的觀看視角,透過歷史文獻或文學、論述、行為表現等各式文本的檢視,對於探討特定場域或族群間涉及文化差異所引出之議題,帶來更豐富細膩的解讀與思考。對於教育的啟發則在於:應認可複雜多元的教育情境,提供另一種對過去同化教育的解讀與思考方式,透過對談與協商的機制參與教育論述的公共領域,跨越角色分明的界限鼓勵流動多重的主體位置,並對過去刻意被忽略或太簡單化約的教育問題與文化因素,進行更深刻細緻的探討。 |
英文摘要 | The purposes of this article were to discuss the post-colonial theory of Homi K. Bhabha and to consider its revelations for educational and social studies in Taiwan. According to Bhabha, cultural hybridity and ambivalence of colonial relationship was elaborated. The post-colonial theory of Bhabha sundered the traditional binary structure between "colonial" and "colonized", "upper" and "lower", proved ambivalent indeterminacy, and created the intermediary space. The revelations for social studies in Taiwan, especially for education, were as follows: 1. To offer another way to re-think and interpret assimilated education in the past. 2. To discuss cultural elements in the educational context plentifully. 3. To explore metaphors of the educational system. 4. To recognize fluxional and diverse subjectivities. 5. To develop and participate in the development of educational discourses. |
本系統中英文摘要資訊取自各篇刊載內容。