Henry Giroux 的跨界教學論及其教育蘊義

Henry Giroux’s Border Pedagogy and Its Implications for Education

後現代思潮指出文化、族群的邊界已崩塌，教育者也必須改變既存的邊界，以使教師、學生及他者能夠關注差異並跨越邊界。H. Giroux受到後現代思潮影響，據以提出了跨界教學論。本研究運用詮釋學之研究方法，首先，分析後現代思潮與跨界教學論的關聯性；其次，說明跨界教學論的四個核心政略。第一個是差異政略，即重新理解差異，並主張反再現教學論。第二個是對抗文本，即批判地閱讀符碼，將流行文化納入課程中，拒絕單一或特定階層的文本。第三個是對抗記憶，即以民主與差異作為教學實務，並讓習俗成為對抗記憶的目標。第四個是語言與聲音政略，即合法化學生自己的語言，並從沉默到能夠發聲；最後，本研究提出Giroux跨界教學論在教育實踐上的三個蘊義。首先，轉化型教師：教師既要肯定亦要批判學生的聲音，並將教育連結到公共生活。其次，發聲的學生：讓學 生從自己的歷史與經驗發聲，並引導學生分析文本，使其具備媒體識讀的能力。第三，對抗記憶的課程：重新建構課程，對抗主流階層建構出來的記憶，發展出能為自己語言、歷史及文化而發聲的課程，改變學生的附屬地位，使其成為能動者。

Postmodernism indicates that the borders of culture and ethnic have collapsed. Educators have to change the existing borders, and engage differently to allow teachers, students and others to cross the borders. H. Giroux thus proposes his border pedagogy. Through a hermeneutic approach, this study has three primary aims. The first aim is to analyze the relevance of postmodernism and border pedagogy; the second is to illustrate four central politics of border pedagogy; and the final aim is to propose educational implications. Regarding the four central politics of border pedagogy, the first one is the politics of difference, to comprehend difference, and claim the pedagogy of counter-representation. The second politics is counter-text, which means to read codes critically, as popular culture needs to become a part of official curriculum and teachers have to reject texts that are only unitary or class-specific. The third is counter-memory, where democracy and difference can be adapted as pedagogical practices to resist custom. The fourth is the politics of language and voice, students can legitimate their languages, and be able to make their voices heard. Base on this paper proposes several educational implication at this world allow Giroux’s border pedagogy. First, becoming transformative teachers who need to affirm and criticize students’ voice, and connect education to public life. Second, nurturing students who can voice their own histories and experiences, and analyze texts to become media literate. Finally, reconstructing curriculum to resist memory of mainstream classes students to speak their own languages, histories and culture, which leads to changes in students, subordinated position and then become agents of transformative change.