抗拒乎？拒絕乎？偏差乎？學生文化研究中抗拒概念之誤用與澄清
Is Resistance Different from Rejection or Deviance? Clarifying the Meaning of Resistance in Student Culture Research
- 關鍵字：
- 學生抗拒 、理論效度 、抗拒研究 / student resistance 、theoretical validity 、resistance research
第五十七輯．第三期 - 2011-09-30
教育哲學研究歷史發展之國際比較楊深坑
An International Comparison of Historical Development of Educational PhilosophyShen-Keng Yang
不同等號概念之基模導向解題教學實驗研究陳嘉皇
Schema-Based Problem-solving Insturction Experiment of Different Concepts of the Equal Sign to First GradersChia-Huang Chen
女性的教育成就與大學畢業後初期位置之關係陳建州
Women's College Placement and Their First-Year Job AllocationJian-Jhou Chen
抗拒乎？拒絕乎？偏差乎？學生文化研究中抗拒概念之誤用與澄清黃鴻文
Is Resistance Different from Rejection or Deviance? Clarifying the Meaning of Resistance in Student Culture ResearchHorng-Wen Huang
- 摘要
- 英文摘要
- 參考文獻
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許多學生文化的研究中，誤將「拒絕」或「偏差」當成「抗拒」，疏於描述支配群體的壓迫，或只聚焦於特定層面的抗拒，使文化的描述不夠厚實，徒具抗拒理論的浪漫色彩，降低其理論效度與分析的效力，殊為可惜。本研究之主要目的即在澄清抗拒概念的意義，並提出研究抗拒時宜蒐集哪些資料、考量哪些議題、避免哪些問題。本研究並延伸討論過去在質性研究經常被忽略的理論效度，期盼後續的質性研究能對教育理論與實務，有更多的貢獻。
This article clarifies the meaning of resistance and other related concepts employed in the qualitative research of student cultures. In addition, it discusses the theoretical validity of resistance. Based on literature review and the author’s ethnographic research, this article points out several mistakes in the research on student resistance culture such as 1) interpreting rejection or deviance as resistance; 2) focusing only on a particular life aspect of student resisters; 3) omitting to recount the concrete targets of student resistance. These mistakes make the description of student culture too “thin” to grasp the holistic picture of student life and produce some problems of theoretical validity. Critical issues of performing resistance research are also suggested.
APA 格式
黃鴻文(Horng-Wen Huang)（2011年09月30日），〈抗拒乎？拒絕乎？偏差乎？學生文化研究中抗拒概念之誤用與澄清 〉。《教育研究集刊》，2014年01月26日取自
MLA 格式
黃鴻文(Horng-Wen Huang)，〈抗拒乎？拒絕乎？偏差乎？學生文化研究中抗拒概念之誤用與澄清 〉。《教育研究集刊》第 57 期（2011），取自
