解構新移民子女教育研究中的缺陷思維論述

Deconstructing the Discourse of Deficit Thinking in Research on the Education of New Immigrants’ Children

本研究旨在反省教育學門的知識生產權力關係，聚焦於「新移民子女」教育議題期刊論文，立基於傅柯學派的觀點，針對說什麼／做什麼、誰被說／由誰說、怎麼說／怎麼做展開論述分析，揭露缺陷思維論述如何透過真理政權得以形構、維持並成為正統，同時指陳意見相左的反缺陷思維論述空間，提出三點結論與省思：一、「新移民子女」教育研究出現「母子／女連帶」現象，全面被他者化與問題化；二、教育學門的真理政權合理化缺陷思維論述，形成意識形態多於科學的假科學；三、學門內外的解構與批判有助於反論述之出現，覺察學門的規訓並予以突破。本研究呼籲師資培育者、教育研究者能對所教、所生產的知識之權力關係更為敏覺、保持反思，進而予以轉化，避免複製階級、種族、性別及其交織的不平等。

This study aims to reflect on the power relations of knowledge production in the field of education by focusing on journal articles relevant to the educational issue of “new immigrants’ children.” Based on a Foucauldian perspective, discourse analysis is performed with respect to what is said/done, who is spoken of/who speaks, and how it is said/done. This study exposes how the discourse of deficit thinking is formed, maintained, and becomes orthodox through a regime of truth, while indicating a discursive space for counter-discourse, anti-deficit thinking. This study puts forth three points worth pondering: 1. The phenomenon of “mother-child bonding” appears in the educational research about new immigrants’ children, being completely othered and problematized; 2. Within the field of education, the regime of truth rationalizes the discourse of deficit thinking, forming a pseudoscience wherein ideology is elevated above science; 3. Deconstruction and criticisms within and without the field contributes to the emergence of counter-discourse, raising awareness and breaking through the disciplinary power of the field. This study calls on teacher trainers and educational researchers to be more sensitive to, to continue to reflect upon, and then proceed to transform the power relations of knowledge production in order to avoid reproducing inequalities of class, race, gender, and their intersectionalities.