弱勢教育的研究倫理：批判俗民誌方法論的觀點

Ethics in Educational Research for the Disadvantaged: From the Perspective of Critical Ethnography Methodology

本文主要在透過批判俗民誌方法論的觀點，闡明其對弱勢教育研究的倫理議題之意義與啟示。在研究架構上，研究者將教育研究倫理考量置於巨觀與微觀弱勢教育研究的脈絡中，而提出「弱勢教育研究倫理視野圖」，最後再以McLaren（1999）的著作為例，藉由檢視批判俗民誌中對倫理議題的處理，提出對弱勢教育研究倫理之省思。最終，弱勢教育研究的意義及科學精神透過雙贏倫理決定之達成，得以彰顯。

The main purpose of this study is to illustrate the significance and implications of the ethics in educational research for the disadvantaged by applying critical ethnography methodology. The research attempts to place the modes of ethical considerations in the context of educational research for the disadvantaged through macro and micro examination. As a result, the researcher came up with an adapted figure, titled The Ethical Horizon in Educational Research for the Disadvantaged. Analyzing McLarens masterpiece Schooling as a Ritual Performance: towards a Political Economy of Educational Symbols and Gestures by examining the application of critical ethnography methodology, several reflections gradually emerges in the study. Finally, the meaning of educational research for the disadvantaged is enriched and the spirit of science fully enshrined by the accomplishment of win-win ethical decisions.