學校跳脫文化再製現象之可能性--從教師專業倫理實踐之角度檢視

The possibility of Schools’ Taking off Cultural Reproduction: Looking Over From Teachers’ Professional Ethics Practice

教育系統中文化再製現象之所以成為可能，除了中上階級的控制機制外，教師亦扮演了關鍵性的角色，因為縱使社會價值的選擇、課程內容的安排受到中上階級資本與權力的影響，惟教師身為課程實施過程的推動者與中介者，教師個人的價值觀與態度自然也會影響文化再製的歷程。在現今九年一貫課程政策的影響下，教師必須有能力、也有義務去進行課程規劃與設計，然而教師於進行課程設計的同時，能否針對課程內容的「文化霸權」與「階級意識形態」進行批判暨反思，實有賴教師對於自身的「專業性角色」能否產生認同，因為能夠認同自我專業性角色的教師，才有可能去深入思考教育工作意義與價值的問題，使得每一個學生都能在不受壓迫、不受宰制的環境下順利學習。惟筆者深深以為教師要能真正展現專業角色，則必須嚴守「教師專業倫理」的規範，而這也是教育體系能否跳脫文化再製並彰顯教育功能的前提要件。鑑此，本文擬探討文化再製理論之內涵與文化再製理論之相關研究；其次闡述教師專業倫理之內涵；最後則分析如何透過教師專業倫理之實踐，使學校跳脫文化再製的現象。

Besides controlling mechanism of the middle and upper class， teachers have also played key roles in cultural reproduction of the educational systems. Because even if the choices of social value and the arrangements of course contents are infl uenced by middle and upper class’ capital and power， teachers who are pushers and intermediaries in teaching process will also infl uence the process of cultural reproduction naturally by their personal value and attitude.Under the infl uence of nine-year consistent curriculum policy， teachers must be able and obligated to plan and design the curriculum， too， and teachers could criticize and review with “class ideology” and “cultural hegemony” of the course contents only if teachers could identify their own professional roles.However teachers who could really represent the professional roles must guard the norms of teachers’ professional ethics rigidly in advance， and this would also be the basic terms to make school systems take off cultural reproduction.Th erefore， this paper aims to discuss the meaning and the relevant researches of cultural reproduction， and describe the meaning of teachers’ professional ethics. Finally， it analyzes how to utilizing teachers’ professional ethics practice to make schools take off cultural reproduction.