大學師生在行動研究歷程中的「位移」：以多元文化家庭議題研究（I）（II）為例

An Exploration into“Displacement”in the Process of Action Research by a University Teacher and Students—Examples from Research in Multicultural Family Issues (I)(II)

本研究企圖反身探究在「多元文化家庭議題研究」（I）（II）的課程與教學歷程中，大學師生行動者在行動研究歷程的位移。研究結果呈現教師行動者位移包括「五位一體」的課程發展與教學所帶來的心理位移與行動改變；大學生行動者位移則包括「告白表達」、「脈絡化」、「觀點轉移」等心理位移，以及「肯定認同」、「捍衛主體」、「影響改變」等行動改變。研究最大的貢獻與亮點在於提出大學生在「學習者行動研究」歷程中，有機會從心理位移邁向行動改變，將多元文化意識開展歷程中，由理解而行動的權力覺察的進程更加細緻化。

The research attempted to explore reflexively the“displacement”of university teacher- and student-actors in the course of their action research into the progress of a“five in one”curriculum and instruction. The results showed that the displacement of teacher-actors consisted of psychological aspects and changes brought about by the development and instruction of the“five in one”curriculum. The displacement of student-actors consisted of psychological displacements, including“confession and expression,”“contextualization,”“shifts of viewpoints,”etc. and changes in behavior such as“affirmation of identity,”“defense of subjectivity,”and“influences and changes.”The major contribution and highlight of this research is its suggestion that, in the course of“learners’action research,”university students could have the chance to go from psychological displacement to changes in action and move forward to a new stage in their development of multicultural awareness.