批判的教育政策分析--以高等教育整併政策為例
A Critical Analysis of Educational Policy: The Consolidation Policy of Taiwan's Higher Education as an Example
- 關鍵字：
- 批判論述、政策分析、整併政策 / Critical discourse、Policy analysis、Consolidation policy
第四十九輯．第二期 - 2003-06-30
家長社經背景與學生學業成就關聯性之研究謝孟穎
A Study of the Relationship between Parental Socioeconomic Backgrounds and Students' Academic AchievementsMeng-Ying Hsieh
高等教育勞動力低度運用的變遷：惡化或改善？曾敏傑、賴人豪
Changes in the Underutilization of the College-educated Labor Force: Worsening or Improving?Min-Chieh Tseng* Jen-Hao Lai**
美國耶穌會大學通識課程發展與決策模式之個案研究--以喬治城大學為例侯永琪
The Curriculum and its Decision-Making Model in American Jesuit Colleges and Universities: A Case Study of Georgetown UniversityAngela Yung-Chi Hou
高等教育整併之國際比較戴曉霞
Integration/Merger in Higher Education: A Comparative StudyHsiou-Hsia Tai
批判的教育政策分析--以高等教育整併政策為例林純雯
A Critical Analysis of Educational Policy: The Consolidation Policy of Taiwan's Higher Education as an ExampleChun-Wen Lin
共識論述與差異政略思想在學校行政革新上的和合與適用性：Habermas、Lyotard與中國「道」思想的詮釋性應用 黃宗顯
The Integration of “Consensus Discourse” and “Politics of Difference” in Seeking Appropriate Innovations in School Administrations: An Interpretive Application of Habermas’s, Lyotard’s, and Chinese Daoist TheoriesTzung-Hsien Huang
學校組織中集體協商運作之研究--以北部六縣市國民中學為例 黃乃熒、曹芳齡
A Study of Collective Bargaining in School Organizations: The Example of Junior High Schools in Six Counties and Cities in Northern TaiwanNai-Ying Whang* Fang-Ling Tsao**
我國高中暨高職學生單位成本計算模式之研究廖年淼、劉孟珊
An Alternative Approach to Estimate Taiwan's High School Student Unit CosNyan-Myau Lyau* Meng-Shan Liu**
以專家判斷法決定國民小學教育經費充足--一個方法的試探塗巧玲、楊宜興
Determining the Education Budgetary Expenses of Taiwanese Elementary Schools through the Professional Judgment Approach: The Exploration of a New ApproachChiaoling Tu* Phil Y. Yang**
- 摘要
- 英文摘要
- 參考文獻
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自1980年代，批判教育學之雛形漸具以來，其用於指引教師的教學，已有相當的歷史與成果，然對於教育政策與行政領域的啟發，卻猶待深耕。事實上，教育政策與行政大抵革與國家政體、典章制度脫離關係，尤其是教育政策，更猶如批判的政策分析論者之聲稱，多半是政治、經濟、文化等結構力量的化身，長期代表優勢群體的意義與論述，壓迫或宰制處於弱勢地位的群體，以保障或再製其利益與權力。有鑑於此，本文首?概述批判教育學的發展歷程與理論內涵，指出權力、知識、意識型態、文化、歷史文本乃其主要的探究議題；其次再分別從結構與主體之抗衡、意識型態與文化之滲透、歷史文本脈絡之框限等面向，援引政策分析的相關理論，鋪敘教育政策的批制論述分析；最末則依循前述論證脈絡，批判我國的高等教育整併政策，牌揭露其隱而未顯的不合理權力關係，增益其整全考量。
Since the 1980s， critical pedagogy has gradually established itsacademic status and guided teachers' teaching. It has still had little influence， however， in the field of educational policy and administration. In fact，educational policies barely diverge grom state politics， economics， or culture-they serve the advantaged and oppress the disadvantaged. To apply criticalpedagogy to policy analysis， the first part of this article surveys thedevelopment and the major concepts of critical pedagogy. The second partpresents a critical discourse analysis of educational policy with the rivalriesbetween structure and individual， ideology and cultural hegemony， and the limitsof history， contexts， and text. In the hope of broadening the scope of policymakers， administrators， and teachers， the last part criticizes the consolidationpolicy of higher education in Taiwan and exposes the illegitimate powerrelationship hidden behind it.
