1994年「四一○教改遊行」後，我國通過《教育基本法》為學生權益保障立下基礎；後續歷經修法，已將學習權、教育機會均等、弱勢者教育、人格發展 權、體罰之禁止等寫入條文之中，富含進步價值。1994年至今的30年間，教師與學生彼此的權力關係，因各種的校園事件或政策法令重新劃分。本研究梳理了臺灣校園民主發展，訪談八位當年投入四一○教改、後續持續參與教改組織或進入教學場域之受訪者，反思《教育基本法》歷經五次修法仍未盡之處，期朝向「學生權利保障書」的目標邁進。同時，前導學校、種子教師、課綱學生代表、兒少代表、校務會議學生代表等，甚至學生自治會培力等賦權做法，促進涓滴與逆流效應，鬆動校園僵固的權力關係；壓力團體與學生族群的倡議與媒介使用，更帶出推波助瀾的泛流效果。最後，本研究歸納四個學生賦權取徑作為持續深化之參考。
After the protest for 410 Education Reform in 1994, the Educational Fundamental Act was ratified to ensure the legal protection of student welfare. The Actintroduced progressive thinking: the right to learn, equal access to education, education for the disadvantaged, the right of personality development, and the banning of corporal punishment. In the thirty years since the protest, the line between the power of teachers and students has been redrawn due to various school incidents and prescribed regulations. This article ploughs through the evolution of school democratization and conducts interviews with eight protesters of the 410 Education Reform. The interviewees provide views on the insufficiency of the current Act and pin their hopes on it becoming the Magna Carta of student rights. Meanwhile, the ‘trickle-down’ and ‘trickle-up’ empowerment mechanisms, for example the introduction of progressive schools, seed teachers, student representatives for curriculum reform and welfare committees, and training of student council leaders, aim to shift the balance of the power relationship. By means of the ‘trickle-across’ strategy, pressure groups and student communities circulate and lobby for their visions through different media to gain support. Thus, we enumerate four empowerment approaches to solidify the continuing development of student rights.
第六十九輯．第四期（教育改革30年回顧與省思專刊）（Open Access） - 2023-12-31
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