從個人到公共——抵抗與轉化的教育行動研究

From Private to Public:　Resistant and Transformative Actions in Educational Inquiry

本研究探討行動研究在台灣民主政治與市場經濟中的社會實踐意涵。自90年代以降的教育改革，在國家政策主導與行政資源的挹注下，由上而下的推動學校課程改革，課程與教師皆為改造的對象，企圖增進教師教學效率與效能、強化教育市場競爭機制。而教師社群在教學與知識工具化的教育體系中，也開始有意識的抵抗教學異化，發展教師群體的草根運動路徑。本研究勾勒學校教師置身於教學勞動意義與價值的鬥爭場域，選擇以行動研究探索教師在教學中的孤單與悲傷意涵，並進而跨越個人的生命難題，投入教育公共民主化與社會變革的自覺與自主歷程。研究發現：教師在社會探究的過程中，形成學習社群、發展教育行動、參與公共對話。而以行動研究作為社會探究方法，不僅提供台灣教師藉此回看教師專業與個人生命發展的社會與歷史條件，同時也促進教師社群與勞動家長團體的對話與協同教育行動，進而實現自由與公義的可能。

The present study explored the notion of praxis imbedded in action research. Action research in Taiwan in the 90’s was driven by polarized directions: Top-down national reform and bottom-up grass root approaches. The former intended to maximize the effectiveness and efficiency of teaching, while the latter intended to meet the interests of the teachers who fought back the top-down reform movement. The article illustrated the path of social emancipation taken by teachers who were social activists in the school reform movement in Taiwan, and discussed the theoretical ground of action research. Action research, as critical social inquiry, offers teachers an opportunity to look into the loneliness, pain, and alienation associated with their teaching careers in the Taiwan school system. The results of the study indicated that teacher activists’ engagement in the education movement changed their knowledge of the self and society. Social inquiry transformed the teachers from private concerned persons to social actors. The teachers learned to take civil actions, formed learning groups, and participated in public dialogues. In the process of awakening, the teachers achieved both freedom and justice.