批判的民俗誌研究：以北美批判教育學陣營為例

Critical Ethnography: The Field of Critical Pedagogy in Northern America as an Example

本文關切批判教育學是否有明確的方法論？以及北美的這些批判教育學陣營的學者如何掌握確切的資料來對教育現象進行批判？因此，透過文獻回顧的方式指出批判教育學與批判民俗誌的關係，並且指出(1)擴展個案方法與文本的詮釋；(2)反思性的建立；(3)多點田野的策略與田野的重訪／比較；以及(4)重視民俗誌的後台等北美批判教育民俗的特色，並且認為這些特色正是發展本土批判教育學論述的重要核心策略，也就是本地的研究需要朝向批判的實用主義的路上。

This paper concerns about what the proper methodology is in the field of critical pedagogy in northern American. Through relevant literature review and theoretical debates， this paper maintains that educational studies need to be built on not only theoretical debates but also critical interpretations， such as descriptive and ethnographic inquiry. Thus， one might suppose that the proper methodology in critical pedagogy could be participant observation or ethnographic interview. That is， this paper suggests critical ethnography and critical pedagogy have elective affinities. In addition， this paper also points out four characteristics in critical ethnography: (1) To use extended case method for the interpretations of texts. (2) To build up reflexivity in research. (3) To adopt multisited fieldworks and the strategies of ethnographic revisit/ reanalysis， and (4) To discovery the back stage in ethnographic study. Finally， this paper concludes that these four characteristics are key element to develop indigenous discourse of critical pedagogy in Taiwan. That is， this paper suggests critical educational research walk on the road to critical pragmatism through tight combination of theoretical debates and empirical observation.