Zhi jiao zu zhi zai Zhongguo nong cun zhong de jiao yu shi jian yan jiu: yi she hui zheng yi de shi jiao

隨著對農村教育公平的關注升溫，農村教師隊伍的培養和建設成為重中之重。而在相關理論和政策討論中，教育公平主要被定義為資源不均衡下的分配問題；因而其改善的方式在於物質和人力的雙重補償，從而通過配置均衡來凸顯教育公平。本研究在中國農村教育的實踐情境下，以第三部門構成的師資再分配性質的支教組織為載體，分析了在通過藉助凝聚、安置和支持教師到農村進行教學實踐中，教師和組織如何認識及深化理解教育公平，包括他們在此之下的經歷。所選擇的個案組織TFC，從組織本身的規範性、穩定性和群體構成的精英性、活躍性來看，都是較為典型的師資作用於農村教育的實踐，意義延展較為豐富。基於對近三十位支教教師（包括組織管理層的工作人員）、本地教師的訪談，輔之以學校觀察、觀課以及文本資料收集，研究發現個案支教教師在被凝聚、培訓、安置和支持的整個實踐環節中大體依循理解、經歷以及反思的動態發展,其中體現出教師在推動教育公平發展中所涉及的對正義性教育的理解，與社會正義的多維度理論有互為印證和補充之處。通過將個案組織在地實踐機制與農村教育中社會正義之分配、能力與關係三維度的脈絡機理相結合，體現出師資配置下的教學實踐對農村教育公平、發展所具有的潛力與困境。就組織的整體發展定位來看，這是一場試圖解決教育資源分配不均、體現師資再配置的實踐，同時又凝聚著組織對於推動學生能力發展以及關係互動層面的關注。作為組織目標的踐行者，支教教師在經歷價值權衡下的進入、帶著特定關注中的受訓及開始面對真實教育情境而來的教學開展，他們對於地方教育及其中的學生形構出一系列豐富的認知，包括教學上的內容、效果和可能影響的反思，以及與教學相關的自主項目對於學生生活機會、能力發展和關係互動中的重新理解，并結合其在地生活而對廣義農村學校及社區教育情境的展開反思。在此過程中，支教教師和組織對教育正義性的關注存在著意義錯位與隨之而來的整合。本著將社會正義理論用之於教育實證探究的理想追尋，研究者進一步提出從理論出發的社會正義三維面向在教師正義性的教育實踐中有著更為複雜的樣態。除了教育中的各主體受限於地方情境與教育體制框約而來的實踐邊界，教師群體內部以及群體與組織間對於教育中各正義面向的理解也不甚相同，這種模糊和差異性帶來了社會正義性教育的實踐困境。同時，在富有邏輯演進的多維正義理論用於教育實踐探究時，進一步呈現出源自不同維度內部的緊張與衝突，體現在分配——關係、分配——能力、關係——能力彼此的張力。因此，關於將社會正義用於詮釋和指導教育公平尤其是教師作用於教育的實踐，還應有對多維正義面向的操作化內涵與意義探究。關鍵詞：農村教育 社會正義 支教組織With the development of rural education, the cultivation and construction of the rural teachers have become the most important issue. And in the relevant theory and policy discussions, education equity is mainly defined as a resource assignment problem; and the improvement in material and human compensation thus became the solution to education equity in a balanced allocation situation.Based on the practical situation of rural education in mainland China, this study set the teachers’ redistributive program constituted by the third sector volunteer organization as a research carrier, then tries to analyze the condensation, placement and support of teachers in the countryside by presenting of how teachers and the organization understand and re-understand equity in education, including their experience. The selected case——TFC, no matter from its normativity, stability and from the teacher fellows’ character of elite, activeness, is a typical example of teachers’ practice put into the rural education context with abundantly extended meaning.Based on interviews of nearly thirty volunteer teachers, including management staff, local teachers, combined with school observation, class viewing and text data collection, I found that the volunteer teachers are following a dynamic route of development that includes understanding, experience and reflection under the organizational condensed training, placement and support. And from such development route can see their perception of justice education and what the education equity means. This is exactly the confirmation and supplement to the multi-dimensional justice theory. Combining the mechanism of TFC’s on-the-site practice with the multi-dimensional theory of social justice includes ‘distribution’ ’capability’ and ‘relationship’, the function, potential and the dilemma of the teachers’ redistribution practice can be vividly displayed.To orient the overall practice of TFC, it is aiming at solving the uneven distribution of educational resources and improving the students’ capability and relationship development as well. Meanwhile, as the main practitioners of TFC, the volunteer teachers go through a catena of value balance, training under certain concerns and the unfolding teaching facing with real context. They form a series of rich perceptions including teaching contents, effects and the potential impacts derived from reflections on different aspects about students like their life chances, capability development and relational interaction. This may also be integrated with their newly perceptions about broad meaning of rural school and community education. There will exist certain malposition and the following conformity between individual volunteer teacher and the organization.Based on the ideal pursuit of applying social justice theory into educational empirical inquiry, this study found the complicated state of multi-dimensional social justice within the teachers’ practice in education for social justice. Except for the practice boundary resulted by main constraints from educational system and local context, the understandings to dimensional justice applied in education are not quite the same both between individual teachers within the groups and individual——organizational level, which brought the educational dilemma. At the same time, from the logical evolution of multidimensional theory of justice for education, the study further reflects the tensions and conflicts embodied in the different dimensions of social justice: the distribution——relationship; the distribution——capability and the relationship——capability. Therefore, when put the social justice theory into educational practice especially focused on the teachers’ role in education, there should also be a deep exploration of operationalized connotation and significance of multidimensional justice in education field.Keywords: Rural Education, Social Justice, Volunteer Organization吳蔚.Thesis Ph.D. Chinese University of Hong Kong 2016.Includes bibliographical references (leaves ).Abstracts in English and Chinese.Title from PDF title page (viewed on …).Wu wei.Detailed summary in vernacular field only.Detailed summary in vernacular field only.Detailed summary in vernacular field only.Detailed summary in vernacular field only.Detailed summary in vernacular field only.Detailed summary in vernacular field only