全球化流動現象下跨文化教師身分認同之研究
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2008
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受到全球化趨勢影響，人力移動現象頻仍，多元文化的相遇與衝突使得「身分認同」成為重要的研究議題之一。本研究旨在關注跨文化教師的跨文化教學經驗為何、如何在異文化環境中建構其身分認同，以及跨文化經驗對其個人及教學的影響是什麼。本研究主要採取敘說探究的取向，以面對面深度訪談為主，現場觀察為輔進行資料的蒐集，為深入瞭解研究參與者所處的社會文化脈絡及教學環境，故將配合三位研究參與者的時間，至海外進行三階段的深度訪談與學校課堂教學的觀察。研究發現以「移動」和「認同」為核心，總結跨文化教師敘說的分析與詮釋，茲可分成兩個面向：（一）跨文化教師的移動意涵：跨文化教師的移動是基於其自身的選擇，移動既促成自我視框的重新調整，也帶來自我和教學的改變，三位跨文化教師任教位置均處於從亞洲異文化環境，仍可從其生命故事窺看全球移動的意義。（二）跨文化教師之認同建構：跨文化教師的認同建構是變與不變的動態歷程，當她們進入異地，原有想像的瓦解便是認同重構的開始，每轉換一次環境便涉及認同的變動，跨文化教師透過比較展現其認同的形貌，也可從她們的敘說中看見認同的轉變，跨文化教師的認同是多重且複雜的。最後，針對研究結論提出反思，包括研究侷限、研究啟示、以及未來進行相關研究的建議。
Under the influence of the trend of globalization, many people flow across the national boundaries in the world. The growth of cross-cultural contacts and conflicts makes the question of “identity” become one of the important research issues. The study is concerned about teachers who are in the context of cross-culture. What do they encounter? How do they experience such encountering? How do the cross-cultural teachers construct their identities? What are the influences of the experiences on cross-cultural teachers themselves and teaching? I employ the narrative inquiry as the methodology for this study. The study is mainly based on the face-to-face in-depth interviewing and classroom observing to collect the information. In order to understand the social-cultural context and teaching surrounding which the research participants live, it is necessary to go abroad to collect data. The findings of the study are focused on “mobility” and “identity”. I analyzed three cross-cultural teachers’ stories and found two aspects: A. Mobility: The cross-cultural teachers choose to move and the movement leads to their way of seeing the world readjusted and the changes of themselves and teaching. Although three research participants teach in Asia, their life stories still help to explore the meaning of global movement. B. Identity: The cross-cultural teachers’ identities constructing is the process of changing and non-changing. When going into different cultural surroundings, their initial images change and they have to reshape their identities. They express their identities by comparing with different cultures, and their narratives include the changes of identities. The cross-cultural teachers’ identities are multi-aspect and complicated. Finally, based on the findings, this study provides the reflective thoughts which include limitations, implications of the study, and the suggestions of the future research.
Under the influence of the trend of globalization, many people flow across the national boundaries in the world. The growth of cross-cultural contacts and conflicts makes the question of “identity” become one of the important research issues. The study is concerned about teachers who are in the context of cross-culture. What do they encounter? How do they experience such encountering? How do the cross-cultural teachers construct their identities? What are the influences of the experiences on cross-cultural teachers themselves and teaching? I employ the narrative inquiry as the methodology for this study. The study is mainly based on the face-to-face in-depth interviewing and classroom observing to collect the information. In order to understand the social-cultural context and teaching surrounding which the research participants live, it is necessary to go abroad to collect data. The findings of the study are focused on “mobility” and “identity”. I analyzed three cross-cultural teachers’ stories and found two aspects: A. Mobility: The cross-cultural teachers choose to move and the movement leads to their way of seeing the world readjusted and the changes of themselves and teaching. Although three research participants teach in Asia, their life stories still help to explore the meaning of global movement. B. Identity: The cross-cultural teachers’ identities constructing is the process of changing and non-changing. When going into different cultural surroundings, their initial images change and they have to reshape their identities. They express their identities by comparing with different cultures, and their narratives include the changes of identities. The cross-cultural teachers’ identities are multi-aspect and complicated. Finally, based on the findings, this study provides the reflective thoughts which include limitations, implications of the study, and the suggestions of the future research.
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Keywords
全球化, 跨文化, 多元文化教師, 身分認同, globalization, cross-culture, multicultural teacher, identity