迎向多元、公平與共融的教育發展趨勢──以IB學程推動經驗為例

The Education Trend Towards Diversity, Equity and Inclusion: An Example from IB Programmes

近來，全球因地緣政治、經濟衝突、極端氣候、人口流動、社會兩極化發展等多重危機的影響，國家、社會與學校中的差異逐漸擴大，社會不平等問題突出。教育作為國家建構未來健康、富足與公平社會的重要資產，須對危機有所因應。國際教育組織（諸如UNESCO與OECD等）長期以來便重視多元、公平與共融的教育，主張教育是人權與社會公正的基礎，學校應回應學生在種族、族群、性別、性取向、語言、文化、宗教、身心、階級或移民身分等層面的差異。過去在特殊教育學者的倡議下，臺灣推動融合政策多年，然其概念與共融教育所追求的多元、公平不盡相同。國際文憑組織近來積極呼應國際教育組織對多元、公平與共融教育的推動與實踐，本文以其經驗為例，旨在說明多元、公平與共融的理念如何被納入學校組織運作、課程規劃與教學實踐。文中首先回顧多元、公平與共融教育的發展，其次說明國際文憑學程中的多元、公平與共融精神，以及國際文憑組織如何將之轉化為引導課程與教學的規範與政策，最後提出臺灣推動多元、公平與共融教育可以參酌之啟示。

Recently, a global polycrisis encompassing geopolitics, economic conflicts, extreme climate, migration, and social polarization has exacerbated social inequalities within nations, societies and schools. As a result, social inequality has become increasingly prominent. Education systems must respond to these crises, as they are crucial for building a healthy, prosperous and justice society for the future, International organizations in education (such as UNESCO and OECD) have long emphasized diversity, equity and inclusion in education. They assert that education is the foundation of human rights and social justice. Schools should respond to students’ differences in race, ethnicity, gender, sexual orientation, language, culture, religion, mental and physical ability, class or immigration status. Advocated by scholars of special education, Taiwan has promoted inclusion policies for many years. However, it’s concept is not fully aligned with what inclusive education pursues in diversity and equity. In recent years, the International Baccalaureate Organization has responded to the development and implementation of diversity, equity and inclusive education proposed by international educational organizations. The article takes its experience as an example to illustrate how the ideals of diversity, equity and inclusion can be incorporated into school operations, curriculum planning and teaching practices. It reviews the development of diversity, equity and inclusive education and explains the essence of diversity, equity and inclusion embedded in the International Baccalaureate programmes, and how International Baccalaureate Organization incorporate these principals into school standards and policies that guide its teaching and learning. Finally, it shares implications for the development of Taiwan's diversity, equity and inclusive education.