Transcript PowerPoint 簡報

多元文化教育的理論基礎
呂美枝
2015/7/21
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Multiculturalism means everything
and at the same time nothing.
-J. L. Kincheloe, & S. R. Steinberg, 1997.
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多元文化教育的概念
同化主義 Assimilationism
 融合主義 Amalgamationism
 多元主義 cultural pluralism
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概念與訴求 (I) - K. R. Howe
 Freedom
and Opportunities
worth wanting
 Equal Educational Opportunity
as enabling
 Equal Educational Opportunity
and Children
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概念與訴求 (II) – M. Greene
 To
see the diverse nation as a
community
 Be a person (? !)
 Gaps in our understandings
 Silence and Invisibility: the need to
repair
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多元文化主義：派別及其爭議
保守派的多元文化主義
 自由主義的多元文化主義
 複合論多元文化主義
 左派本質論多元文化主義
 批判性多元文化主義
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保守派的多元文化主義
新殖民主義─單一文化論
 文化剝奪論 (cultural deprivation)
 同化弱勢族群兒童，融入主流文
化。
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自由主義的多元文化主義
個人不因種族、性別、階級背景不同而
有所不平等。
 強調個人主義與個人自主、自決
 性別盲
 膚色盲
 常形成Cultural invisibility
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複合論多元文化主義
從社群或某個文化的族群間的差異出發
 強調及肯定差異性的存在
 去脈絡化─忽略歷史時期與社會情境等時
空因素
 主張鼓勵學生多元學習，放棄偏見。
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左派本質論多元文化主義

忽略文化差異之歷史情境性
– 認同不是靜態的存在與情感或信念。認同是
被建構的。

預設立場強，認為只有真正的被支配者
才能有道德位置及被壓迫者的特權去發
動批判與抗爭
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批判性多元文化主義

Critical pedagogy─權力、意識型態與教育互動關
係
探究社會不平等與文化霸權的關係
– 學校教育是文化階級的再製與加強
 多元文化教育應教導學生探究權力關係
如何型塑他們本人及家庭生活，而且要
更進一步思索如何能積極去抗拒壓迫性
結構。
 教學政治化（H. Giroux)
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多元文化教育的理論 I

James Banks(2000) –
A concept, an education reform and a
process.
– Contributions Approach
– Additive Approach
– Transformational Approach
– Social Action Approach
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多元文化教育的理論 II

Carl Grant and Christine Sleeter
– Teaching the exceptional and culturally
different
– Human relations approach
– Single-group approach
– Multicultural Education
– Education that is multicultural and social
reconstructionist
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Exceptional Learners
Sadker/Sadker, Teachers, Schools, and Society
In a typical classroom, a teacher faces students with a great range of
abilities, from students reading years behind grade level to
students reading years ahead. Both of these groups of students
are described by the same broad term: exceptional learners.
Integrating exceptional learners into the regular classroom adds
further challenge to the job of teaching diverse students.
Typically, exceptional learners are categorized as follows:
• Students with mental retardation
• Students with learning disabilities
• Students with emotional disturbance or behavior disorders
• Students with hearing and language impairments
• Students with visual impairments
• Students with attention deficit hyperactivity disorder
• Students with other health and physical impairments
• Students with severe and multiple disabilities
• Gifted and talented students
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Inclusion Means
Cushner/McClelland/Safford, Human Diversity in Education: An Integrative Approach
1. Educating all children with disabilities in regular classrooms
regardless of the nature of their disabling condition(s).
2. Providing all students enhanced opportunities to learn from each
other’s contributions.
3. Providing necessary services within the regular schools.
4. Supporting regular teachers and administrators, such as
providing time, training, teamwork, resources, and strategies.
5. Having students with disabilities follow the same schedules as
non-disabled students.
6. Involving students with disabilities in age-appropriate academic
classes and extracurricular activities, including art, music, gym,
field trips, assemblies, and graduation exercises.
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Inclusion Means (continued)
Cushner/McClelland/Safford, Human Diversity in Education: An Integrative Approach
7. Students with disabilities using school cafeteria, library,
playground, and other facilities along with non-disabled students.
8. Encouraging friendships between non-disabled and disabled
students.
9. Students with disabilities receiving their education and job
training in regular community environments when appropriate.
10. Teaching all children to understand and accept human
differences.
11. Placing children with disabilities in the same schools they would
attend if they did not have disabilities.
12. Taking parents’ concerns seriously.
13. Providing an appropriate individualized educational program.
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多元文化教育的理論 III

Sonia Nieto (2001)
– Multicultural Education is─
» Antiracist education
» Basic education
» Important for all students
» Pervasive
» Education for social justice
» A process
» Critical pedagogy
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本土多元文化理論的建構
新的歷史思考架構的興起
 空間思考圖像的新轉變
 新的族群關係的建立
 新的文化想像的建構
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The End of this session
~~ a discussion’s new start
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我們的助教
李宗信，台灣文化研究所研究生
 李佩玲，台灣文化研究所研究生
 林曉淳，教育經營與管理研究所研究生
 黃翊智，教育經營與管理研究所研究生
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