發展文化回應取向之移民女性職業訓練課程：以中餐烹調為例

Developing Culturally Responsive Chinese Cuisine Training Program for Immigrant Women

因應生活經驗多元之移民女性學員的學習需求並提升其職業訓練成效，本研究目的為應用文化回應成人教育理念，發展「文化回應取向之移民女性中餐烹調職業訓練課程」，並探究其實施歷程與成效。研究採個案研究法，並以參加中餐烹調職訓的27位移民女性學員為對象。此職訓課程目標為學員能具備中餐烹調知能，並發展正向之母國料理文化認同，且能就業。課程為期300小時，內容融入移民女性的母國料理，並考量學員的早期生活經驗，且發展促進融合的學習社群並比較中餐和學員母國料理文化。研究發現，課程實施過程，學員倍感受尊重且同儕情誼佳；然，運用比較法可能加深國籍偏見且亦發生課堂上價值觀介入之兩難。整體而言，本職訓課程有顯著的成效，包括學員有高的職訓出席率及結訓率並對課程高度滿意，但期待加強就業輔導；訓後取得中餐烹調丙級技術證照及就業的比例高。

"The study aimed to develop the culturally responsive Chinese cuisine training program for immigrant women based on the culturally responsive pedagogy in adult education and explore the implementation and effectiveness of the program. The case study was adopted in this study, and the data were collected using questionnaire surveys, interviews, document analysis, and observation. The 27 female immigrant trainees who attended the Chinese cuisine training program were the subjects. The goal of the program was to prepare the trainees for obtaining professional Chinese cuisine certificates, identifying cuisine culture of their homelands, and getting employed. The content of the program connected and affirmed the trainees' homeland cuisine culture and life experiences. The training was delivered in multiple ways with developing learning communities and comparing Chinese cuisine to the trainees’ homeland cooking. Furthermore, the written and digital textbooks and academic tutoring were offered. It was found that during the implementation of the vocational training, the integration of homeland cuisine into the program made the trainees felt respected and even identify their homeland cuisine culture more, and the group interaction made good relationship among the trainees. However, comparing Chinese cuisine to trainees’ homeland cooking might deepen national class prejudice, and a small number of trainees were unwilling to receive the program integrated their homeland culture or to share personal experiences. Besides, the instructors also faced the dilemma of value intervention in the classroom. Overall, the findings indicated that the culturally responsive training program did promote the training efficiency of the female immigrant trainees. Specifically, the rates of the trainees’ training attendance and completing training were high, and they were highly satisfied with the program although they expected more employment guidance. Additionally, the rate of the trainees obtaining professional certificates and their employment rate were both high."