Teachers'' pedagogical praxis in an aboriginal elementary school

• Main Authors: Pei-chuan Chung, 鍾佩娟
• Other Authors: Sheng-yi Chuang
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/32936581118033095823

碩士 === 國立花蓮師範學院 === 多元文化研究所 === 91 === Abstract The main purpose of this research is to explore teachers’ (both Han and minority teachers) pedagogical praxis in an aboriginal（indigenous）elementary school. How teachers’ ethnic attitudes, awareness of difference, knowledge type, and multicultural capacities are related to their pedagogical praxis is highlighted. Teachers’ pedagogical praxis is not confined to the classroom; their ethnic attitudes and the sociocultural hegemony have to be considered. Teachers in aboriginal region are expected to have quite different capacities from those in common schools. Teachers’ pedagogical praxis including two dimensions, i.e., teacher as transformative intellectuals and teachers’ knowledge type, .is analyzed on the basis of the viewpoint of critical pedagogy. In order to do so, participant observation and interviews are employed to collect data describing teachers’ feelings, impressions and difficulties they suffered in the aboriginal region. The following findings（themes）emerged from this study: First, teachers with positive ethnic attitude tends to take concrete pedagogical actions. Secondly, sociocultural hegemony and teachers’ ethnic attitude represents interactive relations. Thirdly, teachers who are highly aware of the differences between Han and aboriginal students are able to take into consideration students’ life experiences and integrate them into their pedagogical praxis. Fourthly, teachers with multicultural literacy tend to show positive attitude both toward their students and toward their own praxis. Fifthly, the concept and praxis of transformative intellectual should be recontextualized. Sixthly, the conservation of aboriginal cultures should not be done at the expense of degrading students’ daily learning progress.