未來的公民、現在的參與者！─高中生政治參與歷程經驗初探

Abstract

摘要 本研究以臺北市立高中具有政治參與經驗的學生為研究對象，透過訪談，瞭解高中生進行政治參與的經驗歷程。研究目的欲探討高中生在進行政治參與的動機、途徑、目標與過程中的困境與挫折；並嘗試以賦權之觀點分析高中生在政治參與後中的轉變，瞭解高中生如何思考他們學生身分與公民身分，最後希望根據研究結果，嘗試提出對於高中公民與社會課程應如何針對學生進行政治參與教學之建議。 本研究採取質性研究，以七位臺北市高中具有政治參與經驗的高中生作為研究對象，透過一對一訪談的過程，取得研究對象過去政治參與的經驗歷程及其在參與後的各種反思，作為本研究主要分析的資料，將資料進行分類編碼與分析，以描繪出高中生政治參與的圖象。 根據本研究分析，發現高中生參與政治的契機可能是因為透過網路等媒體，對社會發生的重大事件產生好奇，或是在經驗者的引導下開始進行參與。高中生進行政治參與的途徑相當多元，除了年齡限制的行動外，其餘的參與和一般公民相仿，具有參與的可能性。其在過程中的困境與挫折，主要可能來自個人自己心態的調整、家人的不認同或反對，以及來自學校的壓力，包括學業壓力、同學的冷漠與教師的否定，而決定持續進行參與的原因則與高中生積極的政治責任感與政治效能感有關。在政治參與的過程中，高中生獲得個人能力的提升並增進自我效能感；在人際關係上能更順利與他人進行意見的交流，能對他人產生影響力；最重要的，高中生能在政治參與的過程中，意識到權力關係的競爭與分配是問題的核心，期望透過實際行動獲得權力並改變現存不合理的權力壓迫。 政治參與過程中，除了讓學生進行自我探索外，更能促進學生對其公民身分的認同與實踐，同時也能讓社會肯定學生政治參與的意義與價值。故針對高中公民教育，本研究提出以下之建議：公民教師應在課程教學與課外活動的安排積極提供資訊、融入參與的活動，並鼓勵學生進行參與。高中生不但是未來的公民，更應該同時是公民社會的具主體性的參與者，政府與學校應肯定學生參與的價值，降低參與的限制，不應打壓學生的參與行動。 唯有透過參與實踐與反思，提升公民的權利意識、認同公民責任，讓公民願意實踐參與，才有可能建構更成熟完善的公民社會。

Abstract

The purpose of this study was to investigate via interviews the political participation experiences of Taipei high school students who had involved in political affairs. The aim of the research was to study the participants’ motivation, methods, goals and obstacles faced during political involvement. The thesis attempted to analyze high school students’ transformation during political participation by Empowerment theories, thus to understand how did they think about their identity as both student and citizen. Lastly, by the result drawn from the interviews, the research hoped to provide suggestions in how to design courses for student political participation in the civil and society class at high school. This thesis applied qualitative research by having seven experienced high school political participants as main study samples. The said samples were obtained through individual interviews in which the participants talked about their political participation experiences and the after-participation reflection. The study then code-classified and analyzed these study samples in order to draw a picture of the situation of political participation among high school students. According to the results observed, participants’ involvement in the political activities were inspired by either media reported social events or by the introduction of those who had political participation experiences. There were multiple methods for high school students to participate in political issues. Except for the age limited activities, they were able to set foot in political movement as general citizens. The obstacles faced during political participation mainly derived from personal mentality adjustment, disapproval from family, and pressures such as academic stress, coldness from peers and unfavorable judgements from teachers. What supported the participants to continue to participate was relevant to student’s sense of political responsibility and political efficacy. During the process of political participation, high school students developed more capacities and reached self-efficacy. In this case, it enabled them to express ideas and influence others. Most importantly, in this process they were aware of the fact that the core problem lies in power distribution. Hence, to alter the existent power oppression, they all aspired to strive for power via political involvement. Aside from enabling students to explore themselves, political participation also raised their civil awareness and their willing to act. Also, it earns social recognition at students’ political engagement. A propos the design of high school civil education, the study offered the suggestions as bellows: instructors shall encourage students to attend activities that are informative and participation-requiring both inside and outside the class. High school students are not merely future citizens; they shall also be autonomously-thinking participants of civil society. The government and school shall recognize their participation, and cease to inhibit students from involving in political issues. It is only through political participation and reflection can we elevate the awareness of civil rights and the identification of civil responsibility. To sum up, a mature civil society is constructed by citizens who are active in politics.