教師審議民主素養之探討及其對多元文化教育的啟示

A Study of Teachers' Deliberative Democratic Competence and Its Implications for Multicultural Education

多元文化教育的論述正呈顯其多元精神，至今仍百家爭鳴、莫衷一是，因此，本文嘗試以審議民主素養之提升，作為多元文化教育之解套，意欲自教師審議民主素養工具之編製、現況之調查，為多元文化教育曾有的矛盾與困境，尋繹可能的脈絡與解決之道。\r經由文獻分析，以及調查工具之編製與實施，所獲得之結論包括：（一）教師審議民主素養包括公正、自由、平等民主三原則，以及道德、公開、知情、論辯、互惠、涵容、共識等審議七要素；（二）充實教師的涵容、論辯與共識素養，可因應多元文化教育的文化差異、文化衝突、文化共存三階段；（三）當前教師具備平等的民主素養與論辯的審議素養之情形不佳，在學生面前以優位者自居，在長官當前以順服者自許，尚未作好面對多元文化之衝突的準備；（四）任教於公私立學校與不同教育階段之教師，具備論辯與涵容素養的情形不同，公立學校和國民中學教師面對多元文化衝突的準備度相對較高，但私校教師對於多元文化共存的接受度則高於公立學校教師。最後，則根據研究結論，提出對於運用審議式民主以落實多元文化教育的建議。

To date， the discourse of multicultural education is kept on presenting the diversity and controversy of its theoretical framework. Therefore， this research aimed to resolve contradiction， as well as dilemma in multicultural education and also to identify possible intervention from promotion of teachers’ deliberative democratic competence through instrument development and investigation of current status of teachers’ deliberative democratic competence.Through literature review， instrument development and questionnaire survey， the findings of the research are mentioned as followed: (1) The results of factor analysis indicated that the teachers’ deliberative democratic competence could be mostly explained by three democratic principles as ‘freedom’， ‘justice’， and ‘equality’; and seven deliberative components including ‘inclusion’， ‘morality’ ， ‘publicity’， ‘well-informed’， ‘discursion’ ， ‘reciprocity’ ， and ‘consensus’. (2) Developing teachers’ certain components of deliberative democracy as ‘inclusion’， ‘deliberation’， and ‘consensus’ may contribute to the major stages of culture differences， culture conflicts， culture cohabitation in multicultural education. (3) Among all the dimensions of deliberative democratic competences as the results of assessment of teachers’ deliberative democratic principles and competences， deliberation and equality had the lowest scores and might acknowledge that teachers are dichotomous as conducting superior to students and inferior to principles and are not well qualified for multicultural conflicts. (4) The results also indicate that teachers from various backgrounds have different discursion and inclusion competence. Public school and junior high school teachers have higher proficient for multicultural conflicts， but multicultural cohabitation is more acceptable to private school teachers. Finally， according to the results， suggestions are provided regarding the implications of deliberative democracy to multicultural education.