女性主義關懷倫理在社區大學的教學實踐探究

Abstract

本研究以質性研究取向，以女性主義知識論為基礎，以Noddings關懷倫理課程架構藍圖為檢視依據，探究女性主義關懷倫理於社區大學的教學實踐情形。本研究選取北中南各一所社區大學之課程各兩門，共六門課程七位授課教師為研究對象，進行半結構性訪談。經統整分析文本，歸納對應並檢視比對其符應Noddings關懷倫理課程架構情狀，並與文獻理論對應比較，據以提出以下結論與建議。結論： 一、 社區大學教師將女性主義教育學之「動態的知識詮釋」、「鼓勵對話」、「解構教學者與知識的權威」、「協助學員建立流動和多重的認同」與「打破結構壓迫框架看到差異與不同需求」等重要概念，融入課程內容設計與教學，利用生活議題實際行動潛移默化學員。 二、 社區大學實踐女性主義關懷倫理呈現在課程設計、師生及同儕互動關係、人與社區及自然環境的互動關係中。 三、 社區大學教師的認知與觀點影響其實踐女性主義關懷倫理的策略與強度。 四、 女性主義關懷倫理的教學實踐與社區大學公共性的突顯呈現了相互交融、彼此輝映的樣態。

建議： 一、 對社區大學教師的建議 （一） 關懷行動要感性與理性兼具，遇到阻力要適時抽離，重整再面對。 （二） 可尋求教師社群或專業人員的協助，已成為友伴的資深學員也是良好的資源。 二、 對社區大學承辦組織的建議 （一） 無論學術類、生活藝能類或社團活動課程均能開展關懷行動，社區大學的公共性不僅是依據學術類課程來定義。 （二） 要肯定專業經理人或專員的重要性，支持其角色專業化，以協助師生打開關懷的視野，發展公民素養的課程。 （三） 運用社群的力量支持教師培力，師工學三方協作共治，發揮集體能量。 三、 對社區大學主管機關的建議 （一） 重新配置補助資源，讓社區大學自由發展課程，只需針對重點培植課程進行評鑑獎助。 （二） 用關懷支持的方式進行社區大學評鑑工作，而非用二元對立價值比較評價其辦學。This qualitative research, grounded in feminist epistemology and guided by the Noddings' ethic of care curriculum framework, investigates the implementation of feminist care ethics in the instructional practices of community colleges. This research selected two courses from each of three community colleges, a total of six courses and seven teachers as the research subjects, and conducted semi-structured interviews. Through text analysis and synthesis, the study examines instances aligning with Noddings' care ethics framework, compares them with relevant literature, and draws the following conclusions and recommendations.Conclusions: 1. Community college educators integrate key concepts of feminist pedagogy such as "dynamic interpretation of knowledge," "encouraging dialogue," "deconstructing the authority of educators and knowledge," "assisting learners in establishing fluid and multiple identities," and "breaking oppressive structures to recognize differences and diverse needs" into curriculum design and instruction, subtly influencing learners through real-life issues. 2. The practice of feminist care ethicsin community colleges is evident in curriculum design, teacher-student and peer interactions, and interactions between individuals and the community and natural environment.3. The cognitions and perspectives of community college educators influence the strategies and intensity with which feminist care ethics is practiced.4. The instructional practice of feminist care ethics in community colleges highlights mutual integration and reflection, presenting an interconnected pattern with the public nature of community colleges.Recommendations:1. Recommendations for Community College Educators(1) Sensitivity and rationality are essential in care actions; encountering resistance should prompt timely detachment, reorganization, and facing challenges anew.(2) Seeking assistance from teacher communities or professionals is advisable, and experienced learners who have become peers can be valuable resources.2. Recommendations for Community College Organizers(1) Care actions can be implemented in academic, life skills, and club activity courses, emphasizing that the public nature of community colleges is not solely defined by academic courses.(2) Recognize the importance of professional managers or specialists, support their role professionalization, and assist in broadening the perspective of care, developing courses that enhance civic literacy.(3) Utilize the power of community to support teacher empowerment, fostering collaboration among teachers, staff, and students to harness collective energy.3. Recommendations for Community College Regulatory Authorities(1) Reallocate subsidy resources to allow community colleges to develop courses freely, with evaluations and awards focusing on cultivating key courses.(2) Conduct community college evaluations using a caring support approach, avoiding binary value comparisons to assess their educational practices.