學校變革生發的場域分析：以學習共同體為焦點

A Field Analysis on Engendering Change in Schools: A Focus on Learning Community

在十二年國民基本教育脈絡下，「學習共同體」曾掀起一波促進學校改變的浪潮，為瞭解學校為何產生「變」與「不變」的迥異結果，本研究選擇變革得以或難以產生的兩所國中作為研究場域，訪談學校場域中的行動主體校長、主任與教師，並以Bourdieu的場域理論作為分析觀點。研究結果發現：一、居權力場域中不同位置的學校，展現殊異的變革自主性，處自主端的學校較他律端的學校有較高的變革自主性；二、處於不同階級位置的學校場域，其差異之階級同構關係或促動或阻礙學校變革，其中階級同構關係對處於權力場域中他律端學校的影響，較之處於自主端的學校為大；三、場域行動者展現不同的集體慣習與策略，牽引學校變與不變的實踐邏輯，而學校能夠啟動變革，是場域、資本與集體慣習等多重因素齊備的實踐結果。本研究最後建議學校場域能夠彰顯知識份子的特性，反思場域之限制並追求最大的場域變革自主性，避免學校淪為階級再製的機制。

In the context of Taiwan’s 12-year Basic Education, a “learning communities” approach has initiated a new wave of school innovation. To investigate and explain the differences in schools’ outcomes following implementation of this initiative, the present study recruited one junior high school which successfully initiated change and one which found changes difficult to produce. The researchers interviewed key acting subjects: principals, directors, and teachers, adopting Bourdieu’s field theory as a framework for data analysis. The findings reveal that schools at different positions in the field of power demonstrated varying degrees of autonomy for change, with the school at the autonomous pole exerting a higher degree of autonomy than the school at the heteronomous pole. Moreover, homology of position between schools and communities triggered or prohibited changes in schools, with a stronger effect for the school at the heteronomous pole than for the school at the autonomous pole. Additionally, the habitus and strategies employed by actors in the school’s field affected the logic of school practice. Overall, an interplay of multiple factors, such as field, capital, and habitus resulted in the initiation of school change. Finally, this study suggests that educators are able to act as intellectuals who both reflect on the field’s constraints and pursue maximization of school autonomy to avoid schools serving as mechanisms of class reproduction.