哥兒們的學校世界─高職夜校生反學校文化之民族誌研究

南華大學機構典藏系統 > 社會科學院 > 應用社會學系(社會工作與社會設計碩士班,教育社會學碩士班) > 博碩士論文-教育社會學碩士班 > Item 987654321/20503

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題名:	哥兒們的學校世界─高職夜校生反學校文化之民族誌研究
其他題名:	The Lad's School World--An Ethnographic Study on Counter-school Culture of A Vocational Night School's Students
作者:	陳美真 Chen, Mei-chen
貢獻者:	教育社會學研究所楊弘任 Hung-renn Yang
關鍵詞:	偏差行為;戲劇論;反學校文化;規訓;標籤論 deviant behaviors;dramaturgy;discipline;counter-school culture;labeling theory
日期:	2008
上傳時間:	2015-05-10 14:55:23 (UTC+8)
摘要:	本研究主要探討被標籤化為偏差行為者的私立高職夜校生，在學校規訓機構中形成的反學校文化，及師生互動中的形象管理策略與權力運作關係。　　　　首先，就夜校生被標籤化為偏差行為者的過程，進行討論。夜校生展現的個人門面，易使人聯繫到先備經驗中的偏差行為者，但真的偏差嗎？在社會權力差別關係下，經由規則的界定、記過懲罰與媒體的公開播放等標籤化過程，破壞社會規則的夜校生，被貼上偏差行為者的標籤。許多時候，標籤化誇大了夜校生的偏差特質，夜校生並不能等同於偏差行為者。　　　　其次，學生具有能動性，在學校世界的日常生活中，夜校生有自成一格的文化氛圍，形成反學校文化，學生透過各種類型的反抗，挑戰有權界定偏差範圍的老師，使師生間權力版圖產生改變，有權界定偏差的人並未握有絶對的與全部的權力。　　　　最後，從規訓機制的角度探討學生的反抗。學校中的權力運作的方式雖有改變，但權力並沒有消失，在學校規訓機制下，學生的反抗再製了學校規則。另外，學校中隱而未現的潛在課程，成為學生無法反抗的學習課程，夜校中的潛在課程包括：學校刻意運用的規訓權力、學生次級團體的非正式規則，及導師輔導過程中產生的意圖或非意圖的潛在課程。畢業後，規訓在不同的規訓機構中進行，而偏差與反抗，正是社會權力效應的一部分。另外，規訓機制中學生的能動性主要表現在：選擇對規則的逾越、挑戰權威與權力爭奪、對權威代表的磋商、及對未來生活的選擇。　　The purposes of this study are to understand a vocational night high school’s students who are labeled as the deviant, they formed the counter-school culture in school discipline, and then to find the impression management and power operation relation in interaction between teachers and students.　　　　First, based on labeling theory to explore the process that a vocational night high school’s students who are labeled as the deviant. It is apt to make people relate to the deviant in personal experience by the personal front which represented by night school’s students. But, are they really deviant? Under the social power difference relation, the night school’s students who have broken social rule it may be labeled as a deviant by labelcourse of regular definition, record a demerit, punishment, and broadcasting publicly etc. of the media. Usually, it have exaggerated that the deviant of the night school’s students in label, in fact, the night school’s students are different than deviant.　　　　Secondly, students have agency, in the daily life of the school’s world, the night school’s students have one's own culture atmospheres which form the counter-schoolculture. Students are via all kinds of resistance to challenge the teacher having the right to define the deviation, make a power domain of teachers and students change. The person who has power defines the deviant, but does not have inevitable and all power.　　　　Last, in term of discipline probe into students' resistance. Although the way of the power operation in the school changed, but power has not disappeared. Under the school discipline, students’ resistance has reproduced the rule of the school. Moreover, the hidden curriculum in the school become study curriculum, because students can not resist. The hidden curriculum in the night school include：The discipline power that school uses on purpose,informal rules of student's secondary group, the hidden curriculum that produced in the process of coaching is intentional or not intentional. After graduating, the discipline isgone on in different discipline mechanisms, and the deviation and resisting is exactly a part of the social power effect. Under the discipline mechanism, students’ agency shows mainly: choose to break rules, challenge the authority and fight for power, negotiation with authoritative representatives, and choice the future life.
顯示於類別:	[應用社會學系(社會工作與社會設計碩士班,教育社會學碩士班)] 博碩士論文-教育社會學碩士班

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