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- Title
「互為主體師生關係」的教育學實踐: 以東南亞移工自我敘事紀錄片教學為例.
- Authors
柯妧青
- Abstract
The researcher, motivated by personal core concerns and reflections on visual empowerment teaching, participated in a Southeast Asian migrant worker filmmaking teaching project. This project attempted to cross boundaries through self-narrative documentary filming, employing engaged pedagogy theory that integrate critical pedagogy, multicultural education, and feminist theory. The study focuses on the “inter-subjective teacherstudent relationship” as its core teaching philosophy. Using a “problemposing dialogue” teaching method, the instructor listens to the life experiences and stories of migrant worker learners. The research employs a case study approach to collect data, exploring how learning supporters and the learner co-construct videos with non-mainstream consciousness and viewpoints. The participant is an Indonesian female migrant worker sheltered in a resettlement center due to special circumstances. The research conclusions are as follows: First, the teaching process, through continuous and repeated “problem-posing dialogue”, can stimulate self-awareness and critical thinking in learners who lack critical reflection, enhancing their self-narrative ability, deepening the meaning of dialogue content and the film texts, and inspiring them to express non-mainstream viewpoints. Second, the inter-subjective teacher-student interactions, established in an open, equal, and free dialogue environment, allows for the recognition of each other’s being and value. The learning community members refer to each other, enhancing understanding and imagination, and empathizing with the migrant worker’s life stories. Third, the way of seeing through mirroring approach in video production facilitates the convergence and mutual negotiation of subjective and objective perceptions and cognitions of different subjects under the framework of “difference,” shaping a perspective and viewpoint approaching “fusion of horizons”. In summary, the sufficient dialogue under the circumstance of the inter-subjective teacher-student relationship, allowing the personal situations of migrant workers to be seen and understood. The co-written texts naturally possess self-reflective consciousness and social dialogue implications, suitable for educational practices that cross borders.
- Publication
Taiwan Journal of Sociology of Education, 2023, Vol 23, Issue 2, p49
- ISSN
1680-2004
- Publication type
Article
- DOI
10.53106/168020042023122302002