教改与社区教育产业化刍议批判教育学的观点.docVIP

教改與社區教育產業化芻議：批判教育學的觀點 彭秉權 俄亥俄州立大學教育學院／教育政策與領導系博士候選人 摘要 本文從田野故事與媒體論述歸納出三點現行教育環境對弱勢社群的不利影響：一、十年的學校教育改革創造更多課後教育的需求，但大多只能透過市場機制來尋求滿足；二、市場化的課後教育不利弱勢社群取得所需服務，使他們陷入不公的惡性循環；三、現行的教育扶弱方案或可提升弱勢學生的學科表現，但受限於考試的零合競爭，以及反映主流文化、價值的課程綱要，這些方案偏遠弱勢社群的實際影響，仍有待進一步評估。 有鑑於此，筆者從批判教育理論的複製論出發，提出基進的『生產性』教育改革芻議：一、建立社區自主的教育服務機構，整合地方特有的文化、生態與產業，提供社區再生產所需的教育，並以服務輸出的方式貢獻地方經濟；二、建立並利用中介性的協力中心，連結不同社區教育服務機構，促進邊緣弱勢社群的交流，並為社會在競爭性教育之外，提供不同的教育選項。 關鍵詞：生產性的教育，社區教育產業，協力網絡 Educational Reform and Community-Based Educational Industry: From the Perspective of Critical Pedagogy Ping-chuan Peng Doctoral Candidate School of Educational Policy and Leadership College of Education Ohio State University ABSTRACT This research note analyzed discourses of recent educational efforts and stories of field study, and revealed three disadvantages of minorities in our education system: First, the deregulation, as a side-effect of recent school reform, has increased demands of after-school services, and unfortunately, most of which can be fulfilled only through the market. Second, this marketization has limited the access of those disadvantaged to these services, and put them into a vicious circle of unjust reproduction. Third, quite a few educational projects are trying to meet their need of educational services, and may successfully improve, to a degree, their academic performance. But, given the zero-sum logic of competitive examination and the gap between their realities and the dominant culture behind the General Guidelines, to reevaluate more thoroughly the effects of these projects to the collective is a necessity yet to be done. Given such concerns, the author reviewed critical educational theories and suggested a radical proposal of “productive” education which involves both the sociocultural reproduction and the economic production of a community. To realize this project, building community-based educational institutes is the first thing to be done. These institutes integrate cultural, natural, and economic resources