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題 名 | Giroux後現代邊界教育學思想之探討=The Exploration of a Border Pedagogy of Postmodern |
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作 者 | 鄭博真; | 書刊名 | 教育研究 |
卷 期 | 7 1999.07[民88.07] |
頁 次 | 頁157-167 |
分類號 | 520.14 |
關鍵詞 | 邊界教育學; 反文本; 反記憶; Border pedagogy; Counter-text; Counter-memory; |
語 文 | 中文(Chinese) |
中文摘要 | 本文主要採用文獻調查法,探討邊界教育學的基本論述、反種族主義教育實踐、 發展導向。美國學者 Giroux 結合現代主義、後現代主義,以及批判教育學的優點,提出後 現代邊界教育學。其基本論述包括:反文本論、反記憶論、差異的政治觀,和教師的角色論 。邊界教育學作為反種族的實踐,需要在聯結民主公共哲學和抗拒的後現代論述中發展。這 樣的觀念提供教育者重新思考權力中心和邊界的關係。後現代邊界教育學把教育看作是本體 關連知識和權力特定形式的階段、表徵和合法化的產品;重視差異、倫理、語言和聲音等。 這些指出必須產生教育的情況,在差異的政治觀中教育公民支持激進民主社會的重建。 最後,研究者分別從教育目的、內容、方法和教師角色,指出邊界教育學的特色,並評論其 優點與弱處。 |
英文摘要 | This paper explores the basic discourses, antiracist pedagogical practice, and development aspects of border pedagogy. American scholar, Giroux, advances a border pedagogy of postmodern resistance that combines the best of modernism, postmodernism, and critical education. It includes issues of counter-text, counter-memory, the politics of difference, and the role of teacher. Border pedagogy as antiracist pedagogical practice must be developed within a discourse that combines a democratic public philosophy with a postmodern theory of resistance. This notion provides educators to rethink the relationship between the centers and the margins of power. Education must be regarded as the production of identities in relation to the ordering, representation, and legitimation of specific forms of knowledge and power. Border pedagegy emphasizes the difference, ethics, language, and voices, etc. It addresses the imperative of creating pedagogy conditions in which citizens can be educated within a politics of difference that supports the reconstruction of a radical democracy. Finally, the researcher points out that the characters of border pedagogy from educational purpose, content, method, and the role of teacher, then criticizes its desirability and defects. |
本系統中英文摘要資訊取自各篇刊載內容。