超越文化欣賞的社會正義課程：美國一所小學的非正式課程探究 Beyond Cultural Appreciation: Implementing Social Justice Education through the Informal Curriculum in a Primary School in the United States

Abstract

本研究旨在探究美國小學階段學校非正式課程社會正義取向之教育實踐，根據研究結果轉化為臺灣推展社會正義教育之建議參考。本研究運用民族誌至美國一所具移民族群多樣性之K-5公立小學為研究場域進行八個月的 田野研究，藉由參與觀察、深入訪談和文件分析等方法蒐集資料進行探究。研究發現有三：一、非正式課程提供課程解放的自由彈性，給予非主流文化在校園裡游移的空間；二、個案學校課程內涵包括功能、批判、關係、民主、遠見素養之學習，且綜合交融情感性、認知性和行動性三種層面，能深化學習意涵；三、社會正義教育實踐兼採由上而下與由下而上兩種發展方式方能使然。最後，根據研究發現提出參考建議。 This study aimed at exploring the implementation of social justice education through the informal curriculum in a primary school in the United States. An ethnographic case study was conducted over eight months at a K-5 elementary public school with a high degree of ethnic diversity among its students. Multiple methods of data collection were employed, including participant observation, data analysis, and in-depth interviews. The findings of this study were as follows: (1) The informal curriculum provided wiggle room for curriculum liberation and transgression of minority groups on campus. (2) The curriculum of the case school emphasized functional literacy, critical literacy, relational literacy, democratic literacy, and visionary literacy, blending emotional, cognitive and practical dimensions of teaching to enrich practices in multicultural education. (3) The implementation of social justice education needs to be conducted through both top-down and bottom-up methods, in order to achieve its objectives. At the conclusion of the discussion, the paper offers three suggestions for application in the context of Taiwan.

Keywords

• 社會正義教育
• 多元文化教育
• 非正式課程
• 教育實踐
• social justice education
• multicultural education
• informal curriculum
• educational practices