「開啟」教育變革的起點：後結構女性主義理論對教育政策研究的挑戰

The Beginning of 'Opening” Education Reform: Post-structuralist Feminism Challenges to Education Policy Studies

社會變遷與全球化浪潮，使得社會的樣態不斷在改變，以理性標準作為普遍判準受到新社會運動的挑戰，研究典範隨之移轉。後結構理論「論述」與「拆解」的概念，從過程的觀看，企圖理解人們如何被論述所結構，重新開啟觀看社會與教育現象的方式。本文透過重新檢視不同取徑的政策研究，從實證主義、政策分析到政策社會學，說明女性主義後結構政策理論新取徑對教育政策研究的挑戰、重要性、經驗研究上的價值與進行方式，尤其國家的角色可以如何被理解。教育改革或變革非僅存在決策層次而已，也非存在於簡化的宰制∕抗拒二分之上，本研究進一步討論女性主義後結構政策理論如何以「開啟」作為教育變革的起點。此為一跨領域研究，試圖讓社會學、教育學與政策研究對話，從跨界中開展出教育政策研究可能的新面貌。

The configuration of the society keeps changing with social transitions and global trends; the universality of rational standards has been challenged by new social movements and paradigms have been shifted likewise. Feminist post-structuralist theory of policy, meanwhile, is capable of capturing many of subtleties of policy process and practice without ignoring the systematic power of the state. Feminist post-structuralist theories of policy go deep into gender relations within policy-making, looking at policy processes and consequences as examples of the structuring force of the state. This holistic approach has some potential to synthesise the conflicts between macro and micro perspectives, and between state-centred and policy cycle approaches to policy sociology. Post-structural feminism has the advantage of being able to draw on sophisticated Foucauldian conceptions of power, as embedded both in a range of institutions, such as legislatures, courts, and education systems, and in professions, such as psychiatry, law, medicine, and education. All of these sites are seen as significant in producing policy and social relations as 'gendered?. By bringing to bear a number of concerns and methods, then, taken widely from sociology, political thought and cultural theory, post-structural feminism seeks to talk about gender identities and experiences, individual and group agency and subjectivity, and relations between discourse, power and knowledge in integrated and groundbreaking ways.