文化敏感度：偏鄉資優教育研究筆記

Culture Sensitivity: Notes of Rural Gifted Program Research

本文主要從研究者偏鄉資優方案行動研究歷程中所面對的挑戰，省思資優教育文化敏感度的議題。資優教育被認為是社會科學界中最少回應文化議題的領域，文化中立普世智能觀點的資優生身分典範主導世界資優教育研究將近一個世紀，然資優教育研究結果與在地社會文化的連結薄弱。本文將文化敏感度視為問題意識，從社會文化觀點，審視偏鄉資優方案行動研究三個文化脈絡與挑戰：首先梳理形塑資優教育場域與偏鄉學生學習的文化脈絡，其次闡述以才能發展典範作為橋接資優教育與偏鄉在地文化的理念，第三，從局內人觀點省思優異發展的挑戰，最後提出偏鄉學生最佳化發展作為偏鄉與資優教育轉型研究實踐的催化劑。

The purpose of this paper is to address the issue of culture sensitivity based on the challenges that researcher faced during the action research of rural gifted program. Gifted education is considered to be the field that least responds to cultural issues in the social sciences. The gifted student paradigm has played the dominant role in gifted research for a century. Due to the assumption of culture free and universal concept of intelligence and giftedness, the gifted student paradigm weakens the connection between the research results of gifted education and social culture. This paper takes cultural sensitivity as problematic, and examines the three layers of culture context of the action research from the culture social perspective: first, sorting out the cultural contexts that shapes the gifted education and rural students’ learning; second, elaborating the rural gifted program as a bridge between gifted education and rural local culture based on the talent development paradigm; third, reflecting the significance of the rural gifted program from the in-sider’s perspective. And finally, proposes the optimal development of rural students as a catalyst for transforming the rural and gifted education research and practice.