聽與說性別、族群、階級與障礙的故事──一個以交織性教育學為基礎的多元文化教育課程之實踐探究

Listening to and Telling Stories about Ethnicity, Gender, Social Class, and Disability—A Praxis Inquiry of a Multicultural Education Course Based on Intersectional Pedagogy

本研究以多元文化教育課程為場域，以交織性教育學為基礎且聚焦在偏見降低，透過體驗學習、真人圖書館及反思寫作等策略，以提升多元文化能力。研究參與者共50人，工具為自編問卷。量化與質性分析發現：一、參與課程後多元文化能力及交織性意識顯著提升。二、學生對族群、性別、階級與障礙議題關注度及對特權與受壓迫身分覺察之間有顯著正相關。三、課程對學生的影響包括：提升多元文化敏感度；更關注多元族群議題；接觸不同族群，更理解其處境；挑戰既有信念；更具同理心；接納與尊重異己；回觀反思與覺察；提升權力意識；開展社會實踐等。

The study used a Multicultural Education course as research arena. The course was based on intersectional pedagogy and focuses on prejudice reduction. The goal of the course was to raise multicultural competence through pedagogical strategies such as experiential learning, human library, and reflective writing. Participants were 50 college students, and questionnaires were developed by the researcher. Results of quantitative and qualitative analyses include: 1. Students’multicultural competence and intersectional consciousness significantly increased after the course. 2. There are significant positive correlations among students’concern over issues of ethnicity, gender, social class, and disability, and the awareness of the privileged and the oppressed.3. The impacts of the course on students include: Increasing multicultural sensitivity; more concern overdiversity issues; Learning more about diverse groups and understanding their situations; broadening perspectives and challenging existing beliefs; increasing empathy; accepting others; self-reflection and awareness; increasing power consciousness; and developing social praxis...etc.