從新馬克思主義到後結構主義--課程社會學研究的再概念化

From Neo-Marxism to Post-structuralism: Reconceptualizing Sociological Studies of Curriculum

本篇論文以再概念化的概念，剖析臺灣在過去20年中，發展的課程社會學研究之歷史語境，並佐以美國的課程社會學研究的轉折，分析課程社會學研究在過去是什麼，而現在極有可能的將會是什麼。這篇論文藉助後結構主義的權力∕知識和主體的概念，挑戰既有課程社會學研究的思考模式，嘗試提出後結構主義取向的課程分析架構雛形，提供臺灣的課程社會學研究者另外一種理論的工具和分析的策略，以超越過去課程研究僅問「誰的課程？誰受益？」之類的問題，進一步問：「發生了什麼？」這類具有經驗意味的問題。文章最後指出課程與主體（或認同）建構的關係，是未來課程社會學研究在探索課程知識、形式和社會關係外的另一重要研究課題。

Inspired by William Pinar’s notion of reconceptualization， this article analyzes the shifting discourse of the sociology of curriculum in the USA and Taiwan. By analyzing the shifting ground of the sociology of the curriculum， the author proposes the adoption of a post-structuralist perspective on the curriculum as a theoretical tool and analytical strategy for researchers who are interested in the sociological study of curricula. This post-structuralist perspective goes beyond asking “Whose curriculum and who benefits from it?” to ask， “What happens in the curriculum”—the latter being an experience- oriented question. The author concludes that the relationship between the curriculum and the educated “subject” (or identity construction) will be a crucial theme for curriculum studies in the future.