| 摘要: | 本文主要在於探究教室裡的邊界與跨界意味著什麼？而探究的基礎則是立基在我曾任教的某專科學院的教學現場觀察與嘗試性的實驗作為。在教育體系中，學校、行政組織人員、教師、學生，四個行動者共同構成學校教育的運作，而他們各自又有其置身的環境處境，這些環境處境彼此交疊在教室的教學現場，使得教學現場不再是單純的教與學的關係，而是四種環境處境相互交攀與彼此影響的所在地。所謂的邊界即是環境處境下互動而成的產物。就此而言，論及跨界的可能性，就有必要先認清這樣的環境處境，方能產生跨界的進一步行動。本研究發現學校自身的環境處境，主要是以市場供需的運作邏輯優先於其他任何教育理念，這與少子化和廣設大專院校下所造成的招生不足問題有直接的關連性，此情況尤以後段大專院校為最。學校行政人員的環境處境則是配合學校樽節成本的各種政策。新任教師的環境處境則為教職缺短少，只有兼任的不穩定工作可做，學生因為就業市場的不確定而以打工為他們的生活重心。跨界在本文的意義，就在於產生理解的作為。而理解的作為如何產生，必須先從理解各自的環境處境入手，亦即能看到主體所身處的環境處境為何，如此教室中的跨界的運動方能出現。由於教師和學生之間仍具有一定程度的位階關係，因此必須先從教師自身開始，教師要能自覺為轉化型的知識份子，也就是看到學生主體的環境處境，尤其是那些在常規教育下被視為是負面的學生的日常生活經驗。如此一來，便能啟動相互理解的作為，這也就是跨界得以可能的原因所在。
This paper aims to explore what boundary as well as boundary-crossing refers to based on my observations and experimental boundaries-crossing doings in a college classroom. The author argues that boundary can not be simply regarded as the relationship among the actors, their gender, class or ethnic group; however, the conditional situations, say, the complicated boundaries which are shaped by different actors, also need to be considered.The marketizations of college education as well as school management policies are responsible for the conditional situations in which the administrative staff, teachers, and students reside in. For the teachers' part, the teachers take an unstable part-time job; for the students' part, they also have to gain their temporary work in order to pay off their tuition. However, the more teacher and student stay at their own conditions; the easier oppositional relationship will be formed. In this way, crossing boundaries happens only when one can see the other's conditional situation; subsequently, the ‘seeing’ brings out the understanding between them. Since teachers are mostly of higher social class and have more power than students, crossing boundaries must begin from the teacher. How can teacher do? At first, a teacher needs to recognize the purpose of education and the end of becoming a teacher. By doing so, teacher will go beyond a teaching job and become a transformative intellectual. In addition, a transformative intellectual must understand students' subjectivity experience and conditional situations. In this way, the boundaries-crossing can be created and developed. |
