| Summary: | 碩士 === 國立臺灣師範大學 === 教育學系 === 100 === The purpose of this study is to develop a multicultural curriculum focusing on the issues of immigrant spouses from southeast Asia to enhance eighth-grade students’ multicultural literacy. The curriculum in this study applied transformative and critical approach to carry out the anti-discrimination education, which integrated by four curriculum themes, including “social dilemma,” “understanding and appreciation,” “border-crossing” and “social actions.” This curriculum sequentially explores the issues of immigrant women, from comprehending multicultural issues, crossing borders to caring praxis. This study involved 33 eighth-grade students in New Taipei City. The curriculum lasted for 12 weeks. During the author’s teaching process, qualitative methods of data collection such as participatory observation, interviews and document analysis were applied to explore operational curriculum and experienced curriculum, and then analyze the situations and influencing factors of curriculum transformation.
This study emerged the following findings:
1. This multicultural curriculum project progressively explored the issues of immigrant women through cognitive thinking, sympathetic understanding, and social action to enhance students’multicultural literacy.
2. Students involved in this study were be divided into nine types according to their ethnic prejudices and multicultural awareness.
3. Influenced by the students’ cultural experience and ideology, contents of the curriculum project were attenuated or strengthened partially when the operational curriculum transformed to the experienced curriculum.
4. Although the curriculum project would cause potential disadvantages to the children of immigrant women, the transformative action of teacher could became an empowerment opportunity open to all students.
5. The transformative and critical approach encountered many challenges in subject-oriented teaching field.
Based on the findings above, the suggestions are as follows:
1. Teachers are encouraged to be transformative intellectuals, applying curriculum program about issues of immigrant women, in proper sequence, to students’ learning process.
2. Utilizing effective teaching strategies to deconstruct different levels of prejudice and stereotypes.
3. Teachers should pay attention to ethnic relations between students and confront squarely the issues of ethnic conflict.
4. Teachers should devote themselves to deconstructing the deep prejudices of students, awakening students’ awareness and creating a teaching environment to encourage student participation in social action.
|
|---|
