大陸女性配偶課程學習的認識方式及其定位之研究

Abstract

本研究目的旨在瞭解大陸女性配偶在參與移民教育課程時所展現的認識方式，以及和她們所處的多重位置之間的關連。研究對象係以參與中華救助總會與台北市政府合辦「新移民生活成長營」的大陸學員班的大陸女性配偶為主，採用參與觀察與深度訪談的方法來蒐集資料。研究結果發現大陸女性配偶在課堂上會出現接受式、協商式、質疑式與逃脫式認識方式，顯示大陸配偶面對主流社會的知識觀點的欲拒還迎，尤其在國家認同與性別的主題上，不斷的在權威知識與自我聲音中對話、較量，擷取所需。大陸女性配偶的定位影響其參與移民教育課程的意義，因而在面對不同課程知識時，會展現不同的認識方式。如同後結構女性主義的認識觀點，認識方式並非穩定的認知架構，即使面對相同的課程知識，它會隨教學者的教學方法與態度而出現變化。最後並對大陸婚姻移民的主管單位與課程規劃執行單位提出建議。The study is aim to explore ways of knowing of female marriage-immigrants from China who take part in the immigrant educational program launched by Chinese Association for Relief and Ensuing Services in Taipei, and to depict its relationship with positionality. A multi-method design was deployed which includes a participant observation in the classroom and in-depth interviews to a sample of 13 female learners.

The results indicate that four types of ways of knowing are grounded in the learning process: ‘receiving knowing’, ‘negotiating knowing’, ‘problematizing knowing’, and ‘escaping knowing’. These female learners resisted, contested and negotiated with instructors about the subject matters all the time, especially knowledge related to the national identity and gender issues. Furthermore, the positionality of female marriage-immigrant from China has an effect on their meanings of taking part in the program, which affect their ways of knowing in different courses. As Poststructural feminism’s epistemic assumptions, learners’ ways of knowing are not stable frame but fluid, which is mutual construction of knowledge among teacher, peers, learners’ experience and educational settings. Finally, the dissertation concludes by suggesting that the government in general and the non-profit organizations in particular shall collaborate together in advancing the migrant education to meet their rights to learn.