臺灣教育社會學研究 (Dec 2023)
「互為主體師生關係」的教育學實踐： 以東南亞移工自我敘事紀錄片教學為例 The Practice of the Pedagogy Based on the Intersubjective Teacher-Student Relationship: A Case Study on the Selfnarrative Documentary Filming With Southeast-Asian Migrant Workers
Abstract
研究者基於個人核心關懷及影像培力教學的反思，參與一項東南亞移工 拍片教學行動，嘗試透過結合批判教育學、多元文化教育與女性主義理論的交融教育學（engaged pedagogy）理念，教導移工透過拍攝自我敘事紀錄片跨越邊界。本研究以「師生互為主體」為教學核心精神，藉由提問式對話教學方法聆聽移工學習者的生命經歷與故事，採個案研究法蒐集資料，據以探究學習支持者與學習者之間如何共構具非主流意識與觀點的影片，參與對象為1位因特殊際遇而收容於安置中心之印尼籍女移工。研究結論如下，第一，教學過程透過「持續且重複」的提問式對話，能夠激發批判反思意識較為不足之學習者的自我覺察與思考力，提升其自我敘事能力，深化對話內容與影音文本的意涵，啟發其展現非主流觀點。第二，互為主體的師生互動建立在開放、平等與自由的對話情境之下，看見彼此的存有（being），學習社群成員相互參照，有助提升理解力與想像力，並對移工生命故事產生共感。第三，影像製作的鏡像觀看方式，幫助不同主體在「差異」視框下的主客觀感受與認知相互碰撞，共同協商與調節影音文本，形構趨近於「視域融合」的視野與觀點。綜言之，互為主體師生關係下的充分對話，移工個人處境被看見與理解，共同書寫的文本自然地具備自我省察意識與社會對話意涵，適用於跨越邊界的教育學實踐。 The researcher, motivated by personal core concerns and reflections on visual empowerment teaching, participated in a Southeast Asian migrant worker filmmaking teaching project. This project attempted to cross boundaries through self-narrative documentary filming, employing engaged pedagogy theory that integrate critical pedagogy, multicultural education, and feminist theory. The study focuses on the “inter-subjective teacherstudent relationship” as its core teaching philosophy. Using a “problemposing dialogue” teaching method, the instructor listens to the life experiences and stories of migrant worker learners. The research employs a case study approach to collect data, exploring how learning supporters and the learner co-construct videos with non-mainstream consciousness and viewpoints. The participant is an Indonesian female migrant worker sheltered in a resettlement center due to special circumstances. The research conclusions are as follows: First, the teaching process, through continuous and repeated “problem-posing dialogue”, can stimulate self-awareness and critical thinking in learners who lack critical reflection, enhancing their selfnarrative ability, deepening the meaning of dialogue content and the film texts, and inspiring them to express non-mainstream viewpoints. Second, the inter-subjective teacher-student interactions, established in an open, equal, and free dialogue environment, allows for the recognition of each other’s being and value. The learning community members refer to each other, enhancing understanding and imagination, and empathizing with the migrant worker’s life stories. Third, the way of seeing through mirroring approach in video production facilitates the convergence and mutual negotiation of subjective and objective perceptions and cognitions of different subjects under the framework of “difference,” shaping a perspective and viewpoint approaching “fusion of horizons”. In summary, the sufficient dialogue under the circumstance of the inter-subjective teacher-student relationship, allowing the personal situations of migrant workers to be seen and understood. The co-written texts naturally possess self-reflective consciousness and social dialogue implications, suitable for educational practices that cross borders.
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