· since the 1980s, critical pedagogy has gradually established its academic status and guided...
TRANSCRIPT
![Page 1: · Since the 1980s, critical pedagogy has gradually established its academic status and guided teachers’ teaching. It has still had little influence, however, in the field of educational](https://reader033.vdocuments.net/reader033/viewer/2022042223/5eca0bd4b65ab576375a89a0/html5/thumbnails/1.jpg)
��� �������� 117
������
���� �� 2003 � 6 �� � 117-139
��������
�� ��������
����
�� �
� 1980��������� �����������������
������ �!"���#$�%#&'�()�*+,-./012��
�#$�%#345�67#89:;<=>?@A�B�C��#$�D+E
���#$FGHIJK�LMC#N9OP9QRSTUVW�RX�YZ�
[\]^8�_`�Ha�bcde<f�g]hi�^8��jkdlm�n
o�pV/�q�r�sQtuva�����)w�x�yHz{��|p
V9}~9_~��9QR9��Qs������������lF��TU�
�8��9_~���QR��9��Qs����S�����#$F
G��@yH�����#$���HaFG�������aH������
6�¡S��¢£#$�¤¥¦�§¨©ª�«¬ypV@A�o�¢®¯W/
���������� ���
���������� �� ������ ������[email protected] �����2003� 1 30�!"#���2003� 5 9�
期刊徵稿:http://www.edubook.com.tw/CallforPaper/BER/?f=oa 高等教育出版:http://www.edubook.com.tw/?f=oa 高等教育知識庫:http://www.ericdata.com/?f=oa
![Page 2: · Since the 1980s, critical pedagogy has gradually established its academic status and guided teachers’ teaching. It has still had little influence, however, in the field of educational](https://reader033.vdocuments.net/reader033/viewer/2022042223/5eca0bd4b65ab576375a89a0/html5/thumbnails/2.jpg)
118� ������� � 49 � � 2
Bulletin of Educational Research
June, 2003, Vol. 49 No. 2 pp. 117-139
A Critical Analysis of Educational Policy: The Consolidation Policy of Taiwan’s Higher
Education as an Example
Chun-Wen Lin
Abst rac t
Since the 1980s, critical pedagogy has gradually established its academic 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
from state politics, economics, or culturethey serve the advantaged and oppress the
disadvantaged. To apply critical pedagogy to policy analysis, the first part of this
article surveys the development and the major concepts of critical pedagogy. The
second part presents a critical discourse analysis of educational policy with the rivalries
between structure and individual, ideology and cultural hegemony, and the limits of
history, contexts, and text. In the hope of broadening the scope of policy makers,
administrators, and teachers, the last part criticizes the consolidation policy of higher
education in Taiwan and exposes the illegitimate power relationship hidden behind it.
Keywords: critical discourse, policy analysis, consolidation policy
Doctoral Candidate, Department of Education, National Taiwan Normal University E-mail: [email protected] Manuscript received: Jan. 30, 2003; Accepted: May 9, 2003
期刊徵稿:http://www.edubook.com.tw/CallforPaper/BER/?f=oa 高等教育出版:http://www.edubook.com.tw/?f=oa 高等教育知識庫:http://www.ericdata.com/?f=oa
![Page 3: · Since the 1980s, critical pedagogy has gradually established its academic status and guided teachers’ teaching. It has still had little influence, however, in the field of educational](https://reader033.vdocuments.net/reader033/viewer/2022042223/5eca0bd4b65ab576375a89a0/html5/thumbnails/3.jpg)
��� �������� 119
�������������� ��
~ Nietzsche
���� �
������critical pedagogy���� �������������
������������ !"#$�%&'(��)*+��,-.�/0
1�23456��78�9!:;<=>?�@0A�BCDEFGH
�transformative intellectuals��IJ@KL0�@K���MNO��P+Q�R
S������T���UVWN�XYZ�makers��[�Z�implementers��
\]Z�followers�V%&Z�influencers��Fowler, 2000: 20-23��M^_`
a������b./@Kcd�e0fghijk`lmnop�qr�
��Us��WNA�tu�vOwxy�zA{�|EFV}FD~����
�'
S=�7���WN�����v��������,k����sW��
��4��������=��}F������� �����������
����?����U ¡�M¢£¤`}F=*¥���¦.=§¨'©+�
ª«¬@������®V¯� °�±@�� �²³�´µ¶·���
U��¸9MK¹�º»��¼½�U�¾�¿À�Á�ÂÃ�«CSÄ�4�
UÅ?�%&�/Æ+Çq���UÈ·�ÉÊ'
������ ����
������®ËÌ�°@ 1970 ÍÎM�� Freire�MÏÐ 1980 ÍÎÑ
ÒÓ�ÔÕ��,zD�1990ÍÎMÖ�×SØÖÙΤ.V«C�ÁÚ =%
&�ÛÙ�YÜÝ�BÞ'ß! àáâã��Ú ¤äåæç@èé��êë
��«ªsìí*î�´µï�ðñ òó�ô��¤`�*¥�«C�õö
期刊徵稿:http://www.edubook.com.tw/CallforPaper/BER/?f=oa 高等教育出版:http://www.edubook.com.tw/?f=oa 高等教育知識庫:http://www.ericdata.com/?f=oa
![Page 4: · Since the 1980s, critical pedagogy has gradually established its academic status and guided teachers’ teaching. It has still had little influence, however, in the field of educational](https://reader033.vdocuments.net/reader033/viewer/2022042223/5eca0bd4b65ab576375a89a0/html5/thumbnails/4.jpg)
120 ������ � 49 � � 2 �
÷Z=øù���®�úûA�2002ü10��ýþ��®èÜVÚ ¯�à�ü
�����������
��A����Z Freire �������=¬���������*
¥}.�/��� ������banking education����õV������
V}.ûó�¤`��2��2000ü5��}�������F����critical
literacy���J�÷��A�n�}F���conscientize��MaE@��¦2
�!xy�"�#$�?�W����Morrow & Torres, 2002: 117-119;
Weiler, 1988: 17-18�'
�à+�%&�'()*�+�Frankfurt School��,- Adorno, Horkheimer,
Marcuse »����Ú .�/0ï��jk`ln�12=m��3���
4ª¤.5678�A���9:Ú�V�,`l�M;l��/<l12=>
�9:�?@A�1998ü24-25����Ö�����Ú �®�BmCD©E'
1970 ÍÎMÖ�O��12��È·#µ�FG4c��HIM�6�E
F�MÏ�J86K��Ú�7ß�yL�M�/N� Marx �þO����3
��ÂÃ�«C�¹PyLM±Q12RS�T�U±Q V�Weiler, 1988: 12�'
{Q��_W4XY ��XY��±Q �U!Z VZ¤ú¤`:_¤?[z
}.�õö«C�0L�Giroux, 1983: 100-101��I \!�Ó]^�tu@�
�Õ_'
1980ÍÎ������� Grioux, Apple, Piner, McLaren, Willis»��`a=
m�ebc®ïÔÓ��,zD��a�!Z ZddFG4�Ùe���V
²³��4�f�K?�/"�g0ï�!Zhi:jkl�m0��no-�
��p�Ï�0��p��Ñ0��;l�xy�nA@K\q�@K*¥�1
2*¥�r��Giroux, 1983: 102-107�'
1990 ÍÎ������Z�à Hooks, Hall, Said, Weiler, Foucault, Lyotard,
Habermas»��çZsà¬��t�1��uC�EF�23V�,��v'�
�wØÖÙΤ.�«C�Á�xy=m�����§yz0�empowerment�
�{C|����Á�«Cõö���t��McLaren, 1994: 34-37��}~I �
期刊徵稿:http://www.edubook.com.tw/CallforPaper/BER/?f=oa 高等教育出版:http://www.edubook.com.tw/?f=oa 高等教育知識庫:http://www.ericdata.com/?f=oa
![Page 5: · Since the 1980s, critical pedagogy has gradually established its academic status and guided teachers’ teaching. It has still had little influence, however, in the field of educational](https://reader033.vdocuments.net/reader033/viewer/2022042223/5eca0bd4b65ab576375a89a0/html5/thumbnails/5.jpg)
��� �������� 121
��j�����OwÏ��j ¡�È·�nA12¼`�BC'
������������
�'()*�+�ÖÙΤ.���Ú ������#µ_���ï��
ß Giroux�1992: 3�4�Ê������Ó�n�T1���Ú*�üU��«
ª���p�����23òó��r�H)*@����V�ðí��n.a
E����õ��V��»yL�M�128�n6�� �����«Cõö�
ïÙ������'S�����hi����$� �®ï��fM�!¤
¡��õö¢��þO�£¤�!�#u��t�=%¥�«ª�?��ûóV
ÛÙ�/zA}.�õö�M¦E«C9�Z���Ï�õ��H��V§`�
¨©V'M+�ª�������Ú ¯���²m«$µ¬�ü
����������
�� ZM��fòóSÄ�º®¤`��5¯��2��2°��S
��?¤`±²³$´"4òóLµ=m�¶×�·¸K?¹Ø�ô�'M�
��Ú º»�½¼µ12�?�¤`�Vòó��>½12�?Z��òóy
L�ô��/¾¿@òóô�78À£*¥��0��úûA�2002ü10�'+»
��£¤ Habermas���ÁUõÂ��V�ÃÄÚ��M\ÅUÆ ��V
�ÇÈ;l�ÉÊË�1999ü8-10�©¿=��'
����������
�� Z�4ÌÑEF�official knowledge��!Z��M Apple�1993��
Î���0ï12Í�ÎÏRS_y1��_��EFY.�ÌÑEF��Ö�
�ÐÜ�¼»�Ó'»ÑÒ���$ÓUR7V�legitimacy��ÔÕ�¾l��
12A�Ö×/�M\]'+£ Foucault��EFVyL�knowledge and power�
��õ�M�ØÙÚ�1997ü211��¤12Û2�social reality�VR EFs�
¬ÜõA��ÆÝyZûó�©�Þ<lyL�ßà�Þá<lEF�ßà'
��!Z+»âÆUR Vxy;ã�Ùe���åP¤úÁ�`�@¤}F
V\q0L�"�#ó�ä�åæEF�r�ÓV¤¡EF�ù!ç�èÐéê
�ëÚ�EFxy'
期刊徵稿:http://www.edubook.com.tw/CallforPaper/BER/?f=oa 高等教育出版:http://www.edubook.com.tw/?f=oa 高等教育知識庫:http://www.ericdata.com/?f=oa
![Page 6: · Since the 1980s, critical pedagogy has gradually established its academic status and guided teachers’ teaching. It has still had little influence, however, in the field of educational](https://reader033.vdocuments.net/reader033/viewer/2022042223/5eca0bd4b65ab576375a89a0/html5/thumbnails/6.jpg)
122 ������ � 49 � � 2 �
�������������
}FD~�ideology�´O�]^ìÖí�õöV±Ù�MÏ������
�sî`�ÓM®Ùìïð�Ñ'��0:_m0Vñ��'ñ�}F
D~Vòó}F�false consciousness�ôõ���ë'C�legitimation��ö÷
�dissimulation��²C�fragmentation��øC�reification�sùC�alienation�
»¢��©ïð��»�yL�M�úûyü�1999ü131�'Rà Althusser�1976�
���� ��¹P}FD~�Xý��3Ï��³�±Q12RS��þ¤
¡«C�78�M�� ZL¤��òó}FD~����kl/���3�
�Áì«CõÂ8��â��_��J�`��}F���À£�Ϥ`�*¥'
��� !"#$�%&'(
Gramsci �T�xy�hegemony����L�����FV|
Í�����¤$�Ä�}�consent�V¿7�persuasion����ªÍ��:
_� ��12Â?�t��òó�,-�2�¹P��3��`��Á`Æ�
TÐ4P�»©·A�úûyü�1999ü127-128P?@A�2000ü115�'ß��
�HÜõ:_§¨¤`}F��Þ�{�î`³2���Ó���«C¢��!
Z�����«Cxy�/��}.�±Ù"�*��IJ�¨ ù©nq@K
a��MÙ���}.V]^�®{�v!ËõÂ�!"'
�)�*+",-./0123
Öòó¤.Z Foucault@«��#�p�������èé��12$<ï
�M«ª�text��%&�context�� ��discourse��þO�$ά��4}
FD~�d �M¾¿«C�@¤�'{£1È·�#µ�'(��p�Æ �
\)�«CVèéLµ��4��*+�?X�EF�öõ�%&=Í�úûA�
2002ü8�'�����âáEFs ��ûó�ç_�ÕY�12%&�.,-
Ï©Ì�.4RS�/0,-�1��2��W�34�,�5�¤¡«Cî
`»�yL�M�Foucault, 1991PMarshall, 1995: 372PWalzer, 1991: 53-55�'�
}�kl!����!6�discipline�yL�áhi78«ªVèé9:�!6�
sÝ;�¨<=ï©�>²�e�Ð4K�C?@�@E'
期刊徵稿:http://www.edubook.com.tw/CallforPaper/BER/?f=oa 高等教育出版:http://www.edubook.com.tw/?f=oa 高等教育知識庫:http://www.ericdata.com/?f=oa
![Page 7: · Since the 1980s, critical pedagogy has gradually established its academic status and guided teachers’ teaching. It has still had little influence, however, in the field of educational](https://reader033.vdocuments.net/reader033/viewer/2022042223/5eca0bd4b65ab576375a89a0/html5/thumbnails/7.jpg)
��� �������� 123
�����������
�A_����U�È·��B������Ý�¶d�UlC�[�V¼
D�¢��EFGH�zî`�IJ�/á�R7�Vô����Û����²
³'ß!�K�����U�2��Á�ÂûòóLµ�C��LMô�s
;l 4�ÏÔÕ�N`�MO�s±QÎÏN`��z�!P²�U12��
«Q78�RS�TòóLµV�?¤`U��ú�M�úûA�2002ü15�'
��4+�����U²³�critical policy analysis�V°4 1980ÍÎ�¤�
¶dòó�ô��/¿À¹P����U�Ä6\)�Á�ÂÃ�«CÍÎÏN
`� �V}.�úûA�2002ü11��"�»WÀ£*¥�ÏN`@¤}F=�
0�'S=�Mm²W@òóV¤`=!ç�}FD~V«C=X��MÏ«ª
Vèé=9"»÷Ñ���Y�UtA���Ú �Û¨���U��� �²
³���à� 1�Ê'
� 1� �������
�����
�� ���� ���
�������
��
������
��
�
� ���
������
����
������������ ��!
�"#�$%&������'()
*+,�-./0123�456
78
9:��;<=>�
�;�?@�AB
"#CD�E
F�GH
IJ*K�
LM�
N(OPQ�=
RSTUVW�XYZ[\]^_`
ab�c*d�efgh� d"i
�jNk�-lmn_op�dq8
6rstuvwsx
Oyz�h�IJ{N
�GH
E|�}~�
��
����
67��=
67��=
��,E|���e���%���
,��������l}~���-
�������;��N(����
�67 ¡8
¢£¤¥¦§¨�
*�©ª<¤!«}
~\E|\EF�l¬
�®
�����������
期刊徵稿:http://www.edubook.com.tw/CallforPaper/BER/?f=oa 高等教育出版:http://www.edubook.com.tw/?f=oa 高等教育知識庫:http://www.ericdata.com/?f=oa
![Page 8: · Since the 1980s, critical pedagogy has gradually established its academic status and guided teachers’ teaching. It has still had little influence, however, in the field of educational](https://reader033.vdocuments.net/reader033/viewer/2022042223/5eca0bd4b65ab576375a89a0/html5/thumbnails/8.jpg)
124 ������ � 49 � � 2 �
���������� �����
0¬òóV¤`U=yLZEF�M����UÚ ���F[�ýMm�
\Z�¾�/¿À� ë#µü
�������
�UtA��� �pluralism�Z�¾¿�4�U]&�policy network�ì
�U1N�policy communities��²³�,-�1Xó¯Q��zî`VôLî
`��^�34î`»�_�%&L�0ï��:j��Õ��]&ì1N�
�ùóA���ÁÆ ���1�U�tAVlC_²`����Hill, 1997�'
¿À�?¤`������UaVbc�V¼`òóÏåðí�EFZyL��
ùd?��0�'
���������
�UtA�e�fg�� �public choice pluralism�Z�#�jk�tu
�bureau shaping��a��1Xó¯>��>ß�jk�M�£¤���5=U�
�zhi�fM%&���U�tA�Hill, 1997�'jà��>VÂû2�4º»
��[µ�U¤<y=�k�lmô\)�K¹º»���U�®=Í�¹
PòóÓM_�yLZEF=¾åLµ�IJ���UnÞ�/mô��41
2eȤ`=Àë'
� ������
�U�2�Ú �implementation theory�0ïÆÍ�m�top-down��MÏÆ
m�Í�bottom-up�o��U[��´µü�ZÆÓ'Zpq¿À�Ur��±
Æ[�ZlCr9�MsO�U�·¸t2PÖZ9Æu|kS�Ìv�street level
bureaucrats��jà����ª2°ìw�MÆÖx��backward mapping��è
Ü©yîslC�U�Cibulka, 1994: 112�'¤�¾¿�U[�Z:j#Oyîs
�Y���U�yL�áz�´µ���£��UlCZ�Fowler, 2000: 17-18�'
��4�¨�?Z�¤`ÔÕ�£�UÍ_�U�m_�UV»���=�
�ìw�56{��¿À'
����������
期刊徵稿:http://www.edubook.com.tw/CallforPaper/BER/?f=oa 高等教育出版:http://www.edubook.com.tw/?f=oa 高等教育知識庫:http://www.ericdata.com/?f=oa
![Page 9: · Since the 1980s, critical pedagogy has gradually established its academic status and guided teachers’ teaching. It has still had little influence, however, in the field of educational](https://reader033.vdocuments.net/reader033/viewer/2022042223/5eca0bd4b65ab576375a89a0/html5/thumbnails/9.jpg)
��� �������� 125
�UtA�òóZ�? � structure/action theory�Z����ª"l
�constitutional constraints���U�%&��#lݲ³�institutional analysis�
�bc�'È·Gµ4�1�5ª��Õ��à�5�èé�òó�}FD~�
V���5����M»�=Í�S�a�!Ë�]^��M�yLòó�|"
��Ü>»�ç�0%&�UtA'¶�+=Q�£���?ZÓM#O*îò
ó�Û2�M�Á�?��}Y�~�!9¯"��£#O��~�!9
�Â?�March & Olson, 1989�'��¿ÀòóV¤`�EFZyLÍ��Þù
?�MÏ��!ç=2°Ùe'
��������
Í�Ú ëA)12òóV�?¤`U��+�ùñL�d?�M'^=
°�������U²³�l #4¶d���?Z�SK¾ô4òóXý�
;l=m��������ªG�S�Ó���4Q�ðí��åôL���
�t���¤`�����õÂ������Cl��Æ ���ÇÈ���
¦.���ÁÏL���=m�`���12R.����C�@Æ��Â
Ã`l8���t��àòó¼µ�4¤`¼µè���L�͹��U'(¦
à+�9�A¤`���$¼�É�`�@¤}F�J��Vòó!ç��L
�8�ï�M ¡¢R�¿����U�lA78=£'
��� ������������
Û¨}FD~V«Cxy�4���U=%&�Ú �åq�¤ò�÷Z�
�¥þV�¦�àm��ü
���������
¹P8� �the state-centered theory�Z�¤ú§1¹P�jk�Á��z�
%&�¨©»����Ufg�²³Gµ�ª�8¹P����U²³�
�«4��+�$c'S���6K�M�J�õ12C�¬F¹P�F���
Y¹P®�0¹P£6IJ���®ú�sÓ��y�ë'�Vy¯��"
�5¯@����Æ �world system�8�ÔÕ�°±²�1999ü2�11�'S=�
¯y_³´D�¹P`l��s6����Xl�,-ÐÜ����µ�»��
期刊徵稿:http://www.edubook.com.tw/CallforPaper/BER/?f=oa 高等教育出版:http://www.edubook.com.tw/?f=oa 高等教育知識庫:http://www.ericdata.com/?f=oa
![Page 10: · Since the 1980s, critical pedagogy has gradually established its academic status and guided teachers’ teaching. It has still had little influence, however, in the field of educational](https://reader033.vdocuments.net/reader033/viewer/2022042223/5eca0bd4b65ab576375a89a0/html5/thumbnails/10.jpg)
126 ������ � 49 � � 2 �
���¶�·�}FD~�9:�MnA¹Pa��sO�y�Y�VR7�'
�������
�UtA�¨© �elitism�Za���1��Ufg�� ߸Æ12S
Ä�¸A�Û2Í��1V�U¨©_Eå�¹U�M�Yº¡�fgr|��
Y*»���Ùe�8¹Pª�À¨'M���¼ª¤$½ÕZ�àü³
Ï�¾��¿v���¹2 �Ï�¤$JÚ��XU%&L�a��U¨©
�ÀÁ�ÂÂ�ÖO�}FD~�¤¡«C»�1��U=tAÏòÃ�zAs
¨ sÄ��%&�Grindle & Thomas, 1991�'+ s�rÅ*îK¹��WN7
8�U���Æ��A�ÇV�ÕåÙe�ÆÈÉpÊËVÄ�ÊË�� �p�
=�Ì�}FD~=���ÍÎ�?�Å��� ÏÐÑ>L=A½�ñÒ�»�
Ó¨¾'
� � !"#$�%�
yL�´øÚ��micro-physics of power�©@ Foucault�4yL��´³
��0���vbÔ�<l���!6�discipline���,VÑ'�öõàÕ
rÙe�t�X�ÖÃ�qr�`�×Ø�7��ÙA��KÚÛVWz�Ü
`�IMsOyL�ðÝ"���ºÞ= ��4!ißà�á���M�á0
Çqå�2GÖÃ�âãä�2002ü124PPeters, Marshall, & Fitzsimons, 2000:
116-118�'«fM¿À�����Ü������«Cxy�Ø�¤`��E�
�78åÍ)��æ'�âÆ;ã�çè�éêÌ�¤¡«C=ë?ìS0æ4
�Õ�) ½]�íí@î'
��������
ïr´ð���U=tA��ñ�/��_��U ¡�issue�,0"�
Ü�agenda�78��U�2_àòó��fg�funnel choice��t�^_�
1¯>sV�1�MÔ��Q>�ôÕW¦}�¤¡�eÓM"��U Ü78
�Fowler, 2000: 15-16PKingdon, 1995: 3����¿À¹P�ys�Á¨©��4
���U�¨ %&'{Q�È2¹P�ïð� ÁÔÕ�£xx_}s!}Ô
��Ä�¨¨�ÑÒ�õ�ö÷V��øù���¹2´O�úûüýþK�·
AåK�¹2ì��úûA�2002ü19�'@à����nM��¹È���U�
期刊徵稿:http://www.edubook.com.tw/CallforPaper/BER/?f=oa 高等教育出版:http://www.edubook.com.tw/?f=oa 高等教育知識庫:http://www.ericdata.com/?f=oa
![Page 11: · Since the 1980s, critical pedagogy has gradually established its academic status and guided teachers’ teaching. It has still had little influence, however, in the field of educational](https://reader033.vdocuments.net/reader033/viewer/2022042223/5eca0bd4b65ab576375a89a0/html5/thumbnails/11.jpg)
��� �������� 127
¤�����Uî¥ÕY�}FD~�®�}Y�«Cxy�r�H�4IM
�6��78�/ݱQ12RS�²�124Ì�r¾Z�¾��Z��'
+n�������U²³T���¦àá �ÕrÙe�ðÝ���àá��
Ø ����8��àáéê����}Ð�7yZ�M*¥�Ø�����'
������ !"�#$%&�
���4«ªVèé��¦�°4 Schleiermacher V Gadamer »�=yî�
�hermeneutics���Ö���Ú �9ðÝ��+�Ú�'áV���U²³�
��Ú ���åæM Foucault�$¼=É�����åZÏw�þàm�ü
����&'(�
�0�ÕY�12ìwìèé��m��öõ��v������'
Foucaultª+5ï �²³�discourse analysis���Öp�t�V}.U��M�
/�â}0 !���V��öõ�12%&��Õå�M�"#p�:_1
2���â)ÕY�12m0�Taylor, 1997: 24-25��S�ÚO�tAV���s
�2VyL�lÝV�M�ù8$�%&'�2000ü7�'�Ö� Codd 1���
4���UÍ��� Fairclough � �²³���,-«ª²³�(��
description���ܲ³�¿À�interpretation��12²³�*î�explaination�
»÷��D�4²³�U�÷��Þ�,-ü²³��e�p������sp
�V���«ª���eöõVô)�èÜ�=��â*����ÍÎ��+�´
ð��MÏ�Ú���Ü�12èéìw�Janks, 1997: 49-50�»=Í'}�I
,-«ª�²³�³Ú�U%&�¶.�U¦��nqÖ�Ú*'
���)*+,%�
�U¼/��policy archaeology��01�°4 Foucault�UEF¼/�V�
���4òó¤.#� �ÀÖ�����¾¿(��¼v0XY ���Ñ�
V���0�!9�� #�/�Ûøª���ðñ�Ûø23�×0%&Û
ø4«Ñ��5�k�����+ø5�!9��0Æ�� �!9�óA�è
é�Ù6ù4� �"g´VdÝ´� ÛÙ78V!9�:;«�2000ü
127-129�'jà�<=��m��H�M1E>?�ïÙ�<=ìw��H@
期刊徵稿:http://www.edubook.com.tw/CallforPaper/BER/?f=oa 高等教育出版:http://www.edubook.com.tw/?f=oa 高等教育知識庫:http://www.ericdata.com/?f=oa
![Page 12: · Since the 1980s, critical pedagogy has gradually established its academic status and guided teachers’ teaching. It has still had little influence, however, in the field of educational](https://reader033.vdocuments.net/reader033/viewer/2022042223/5eca0bd4b65ab576375a89a0/html5/thumbnails/12.jpg)
128 ������ � 49 � � 2 �
3ñ >?�/�A��ûó�� ��×�H�áM��Ñ����W�Ñ��
©óz5� ��
M�U¼/��T¼·�UtA$ÄV���j����ÙB�UtA
�?~èÜ��M)*�UtA��Ü8�¤ÛZàá4��Z�others�� �
ÏC�MnA}Y�r��Gale, 2001: 387-389�'��}�sÓ�UtA�!
9�/5��U�?Z4)*�Uº¡�tA=Q�Ù$DE�UtA���V
nX'��+»¶·��4F8«ª�%&Vèé=9"�MGQ��outsider�
�´µ�DT�UyL�H��Þ�IJKL�MñNO�IMfgP��Q�
EFZyL�s�EFZyL���RC��@E'
� �)*-.%�
�UÆS��policy genealogy��$¼�@4 Foucault�4TUU¼/�V
=�f�UÆS�V�genealogy���»W� Nietzscheï�M(� �óA�
�Ü8��ð_��"�4�! ��_Ö��T10Ä�óAÆ =Vf�W
H�o¡�p����T=�_Ö�¦2� ��\=9�!Ö�òó� �'
ÆS�V¼/��å������ �óA�©EÍ��Í��UyLV��
S�:;«�2000ü146-150�'�4¿À�<=X���m� ��óA!90
Y���00�WH�o¡Vp���"�Vf�r�tA_Ö�¦2� �'
M�UÆS��policy genealogy�� ¡�TMnUKÞ� µ�@�$
�7��U�yL¢~�modalities�"�*³�£¤»W)*��HàáZd[
\dÝ®8��dÝ= �Gale, 2001: 389-391��û©4�Uèé��policy
historiography�@nULÞ´µï�Ó��$�ÕY�èén]ÏÕW�«C
ÀÁ©²³èé«��Gale, 2001: 385-387�'Û2Í��UÆS���Mc��
U�ëÚ�Ï�tA!9��J^�_Ú�UyL�`m�Þ�ËÌZò�M¢
a���N`2� ��Xl�Vf���e�.�'��y
Lõ~'
��������
Í�Ú 0¬DE�U«ªVèé9:�#$��a�^�Ub﫪QV
�to “climb aboard” the text��/UÝ;�¨<=ï©�>²V�”unwritten” part of
期刊徵稿:http://www.edubook.com.tw/CallforPaper/BER/?f=oa 高等教育出版:http://www.edubook.com.tw/?f=oa 高等教育知識庫:http://www.ericdata.com/?f=oa
![Page 13: · Since the 1980s, critical pedagogy has gradually established its academic status and guided teachers’ teaching. It has still had little influence, however, in the field of educational](https://reader033.vdocuments.net/reader033/viewer/2022042223/5eca0bd4b65ab576375a89a0/html5/thumbnails/13.jpg)
��� �������� 129
a text��.Ú*èén]�%&'�2000ü15���!"�GH�\q�*¥�#
û=ið�e0ÙB�U¦�'jàK¹cM�º»���U#$¨©¤.��
7d=º»���U#åù¤.�oZ�Ó©�]^`Æåù�M�Û���
U²³=n�7¬ep+» ù�ÆS%&�Ñ�Ð4fPyî��qÁgzh�
ij��'
kÍ������U��� �²³��$>?��¤`�!òóô��
§¨@`l�P$qLmð�Ï�?Z!Z¤¡xy�,8In�ð�¾µ�P
Ù$�o*Îèé�²³«ª�Ú*%&�MÙB�U¦��fg#pêq�I
M*¥;l�[OG'
��������������
��Ú �¤$br��4®�ÏZ�Cs��klÄ�¨¨�ô�;
l�"�ɤ`@��*¥�ëÚ�yL�M'Mª>²éáK¹�º»�
�¼½�U�M�5=¼½� �#µ�"����²³�?�}�¸t�Y+
��U=Ó}V]^�2TuW���� �²³�´µ�c�IM�6��U
Ü>����ÞK��Ú�7ß��U�$�.��In�ð��U%&'Mr
v�¹P��L=wx�º»���U�Ó@�¼¸������Ät�¼µ�
fgâá�h$�üýVy��MÏ�_�ënz�Û{mB'
©+�MmT¹Í�U���U��� �²³V=|¬:ó�²W@ÂÃ
òó�V�,}-¤`�=!ç�¹PxyV}FD~=X��MÏ~�¸�Â
Â�q�a@�%&»÷Ñ����²³=ü
��'(��)*+,-.��)�/0�
º»��XóV�Q>12òó³�ù%&�×òó�4¤`�%&\²
j¤`�4òó�%&�å�S��)ÂÃSÄ1mô�lEF�õöV�þ=
Q�12��Á�'��| �}FD~»�.,rº»��Xó¯>��Z�
�jÏ���U����°�����Becher, 1989�'�Û2Í������,
期刊徵稿:http://www.edubook.com.tw/CallforPaper/BER/?f=oa 高等教育出版:http://www.edubook.com.tw/?f=oa 高等教育知識庫:http://www.ericdata.com/?f=oa
![Page 14: · Since the 1980s, critical pedagogy has gradually established its academic status and guided teachers’ teaching. It has still had little influence, however, in the field of educational](https://reader033.vdocuments.net/reader033/viewer/2022042223/5eca0bd4b65ab576375a89a0/html5/thumbnails/14.jpg)
130 ������ � 49 � � 2 �
Xó�Q�È·�£¨Êå��412òó=h��Remmling, 1973: 33-34��h
+Å=�K¹�º»��¼½�U7!�@Q4+'
@ 1995ÍM��ÌÑ�Ý��=�æ�¦<V���´(K¹º»��¼½
�U=����ñ���S§ä����5¯Â�Ö��èÐ���Á¹��
Åâ=��üjà��>�1995ü79��=�8�ȹ���¦<��lÀs�
ÊüU1>½>²!¢�þ���Â�Ö�Ï��L=�3��ë¼`®�£�
À£V���3ë½=�0��ûÓ�3�=å��r4Ì��_Ö=��VP�
�����WN� y�2�1996ü61��=���WN³ �¦<�£Ï
0ïüUÙ_eÓº»���1�>²!¢¡þ�Mq��4Ì#¢�ñǧ_=
Öz�z¼£�Më½s®UЫ7!¢�M_Ö��4Ì�5¯¤GP�4ê
_�7¥4=¹Óå��§bg¸r�®Ð«7!¢V'
�Mº»��¼ë�´O�°4u4�)¦�acquisition��ë½�merger�
Â�yV<ly����2§¨�2002ü91��¤$¼µ�4��©Ô�®U�M
ÏÂÃÖz�5¯�ñg%&¼½�U=]^�Þ'{Q�K¹£���WTO�
º»��£¡®ú���¸�C�q=�å��ôL»ìw=m��4å�¼½
¥¦(��¦V�L�}~IM®å!¢��ªAª�5¯Ö�V¢£�,}-'
MK¹º»��¼½�U=?S�åæ2MÂÃ!¢�Â�Ö�»òó�
�¼µ�¤�F Ï�,¤G¤`��]^�¤l5Ï�£��«¬���!
:` ëV[�Ua����¨Ê#òó�¤`=Ùe'��0öõ�®¯_ü
���/0123456789:;<�
Æ4K¹�º»��¼½�U�¨hM�,}-=nA�°$r|���
>�4 2001Í 8±e�=�¹Óå�3���4̼ë®���8�Às0Ê
å��3IÆ3°ë��Ua²³��3ë½»Ñ��·A5¯º»��¤GV
´�µÖ�L"º»����L�¸"Ô���®»r|���>�2001c�=
Q�£M��Ö���Á¶��ÂÃÖz���¤G���X2»���¸A¼
½�?S�¾àüÉp·�1999�áÏÂ0ï�á����¼`!¸���¹¯
º»���1�'�ÔÝ�º�4Ì�ݲ��!z4��H"=5¯�¨©�
4>²��ëÂÃ!¢=�3�«Ýë½s¼ë�1hß=¹Ï'i+� �
期刊徵稿:http://www.edubook.com.tw/CallforPaper/BER/?f=oa 高等教育出版:http://www.edubook.com.tw/?f=oa 高等教育知識庫:http://www.ericdata.com/?f=oa
![Page 15: · Since the 1980s, critical pedagogy has gradually established its academic status and guided teachers’ teaching. It has still had little influence, however, in the field of educational](https://reader033.vdocuments.net/reader033/viewer/2022042223/5eca0bd4b65ab576375a89a0/html5/thumbnails/15.jpg)
��� �������� 131
ór!¢ÂÃ���Ö��èÐ�Áº:»Ñ�å�¼½�¤$¼µ�5=�
M»M���¼ë�Ü8�4�,}-�¼ð�1ñML½4�Á�Âû?
<hÁ78��q¾¿=}��À�r|f''
���/=>4?@AB78CD�
��>�2001b�hª�!¸S§º»��®3Áþ�È �¦��e��Å
?È·Då�¼ë����Â�3¯¼ëV3°¼ë��¤$r|�4UM3ÁÂ
ÃmðÈ·Då�¼ë��J¼ë¹¯QÎÄ�eÏ4Ì���,��tA2L
¼¾�îÅ�5¯��ÏÈ·Â?=¤G�h0�¹°H"Í����"�g¢
£}-V'4+Á½=m����eÓå�!���¼½�Â��>=� ��_
��å�3¯¼ë�����²ëå�Æ �Æp��øÄ�ÆÀ�8Ç\3�
A��Amå�V8Úå��3°¼ë��»ÑÁ�ÇÓ 2002Ï 2003Íݳ�È
ÉÊ�ÂÃ=TJ'
ßå�¼½=Ö�ñghi�Ë4ÚÌÍ�©����Ú��¿ÃÄ�Îh
Ïлº¡��UrÛÑÒà��xxÓª)�5A�å>²��$�ÔÕ)X
óA�åµ�bL�.ñÖ)9��×�ØìVÙ��qr���,}-��¦�
Ú_L���=Û'è0��>²¥�¼ë�ÜÃ�jàüû'²&Æ ��
Û4Ì�¿��0º4¼½=��Ý$5¯��Ö��B}�å�������
5��v�Ú¢�B�u4��Ua��¢��°±²�2002ü117-118��£�
0"l�,@ÆVÞ���#�,�����ßà�áâ�,}-�¢£��á
w�ÚÍ�}-.�»4�,Í�}-'à+�©�}�0sOÂÃÖz=5¯�
×�0CT�,}-=nq�+»�íãä=Ö�� t¹�1ñåU�æ�A
\�çV�èé'
��12��� ���34�5678�
å`���̧ Aº»��¼½�?L�,-÷�¢��°±²�2002ü110-111�ü
(�)�¢�å�Â��êX��ö�ëõ�f�¸A¼½�#$B
S=���òÃxxMÑÁsXó��ß�ìí�¦½)�����ÚîïP
(È)AL¢�o�so�MÍ��5��ù���+�L "�¼½�
期刊徵稿:http://www.edubook.com.tw/CallforPaper/BER/?f=oa 高等教育出版:http://www.edubook.com.tw/?f=oa 高等教育知識庫:http://www.ericdata.com/?f=oa
![Page 16: · Since the 1980s, critical pedagogy has gradually established its academic status and guided teachers’ teaching. It has still had little influence, however, in the field of educational](https://reader033.vdocuments.net/reader033/viewer/2022042223/5eca0bd4b65ab576375a89a0/html5/thumbnails/16.jpg)
132 ������ � 49 � � 2 �
M¢£Xó�ALV}-P
(÷)ðS¢�å�Xó��1�¾L-��sñ¯ò�s��ð�=m�
"����8�¼½?���ASV�¿ï@Xók��¼µ��à¿e�
XUk��¼µ�+n��5¯>SÄ�¼µ1�#µ'
@�æ� Æ�1����æ��V�¦<´=��ñ�K¹º»��=
¼½�§óÍ�=ðS¢��±²�_�¼½�UçƹP¤��#�U[�Ú
8�ÆÍ�m�top-down�ôõ[��bc'M 2001Í 2± 15R�ë½AUö
.å�V�U¹Óö.�Ë��VVU¹Óö.�,��V�¾��=�M�÷
nU¯Amë½�T���>í«ÉÊ�3Á»ø�/Æ�1Ì�Ó�fm
ù��Ö�Þ0Ê=m�4 1999Íe��Ô��¹Óå�3�¼½»´���¾
l¸A�úûü�2002üI-2-4�'
Â�1ý��¸A�å�¼½�é�)�¡Ö�ß��4K½�3A�@¤
}F��asôl�MÏ�4º»���,@Æ��0öõ�hÅV%&�?�
�����U �²³��¦ü
���/EF)*GHFI*78JK�
UÍ_�U�m_�UVU�1ZÈUV�UÍÕZZmÕZV�UXUZZ
[�ZV=U�yLÈ�²Ó�þO�0ïéß�Z�yLþå4ÖZ�ÖZì
�s�\����0�ª� ìí�2°���MÏ@��4�U�¤´yî�
�MUy� ÚVsèÐUÆ×��V�°�(�1999ü87�'
áU¼½Vª��Ö�VAmX�����1�ý�s20S56ä8V�
UÍ�mJ��¸A¼½�Am�°±²�2002ü115��\=91r¼½��Ü
_à��L��é���'ß���1s�U¨©¾L¤��ÖÃ�?.�0�
a�Ϥ`��£�ô��ä ��C��XóA��� GirouxUBCDE
FGHV�X2'rÓ�U[�Z��Óê�ìw=m�Ó�@���M�@
�Àï��õ��S�tAUÍ_�U�m_�UV�§�G����U���
U¥±�� �É���X����X��X��K©¿,�XV�l+»í~
=(�'
���=����XósdÕ�0�¨�C*�ùa�=êX�¨0ÀÓ�
期刊徵稿:http://www.edubook.com.tw/CallforPaper/BER/?f=oa 高等教育出版:http://www.edubook.com.tw/?f=oa 高等教育知識庫:http://www.ericdata.com/?f=oa
![Page 17: · Since the 1980s, critical pedagogy has gradually established its academic status and guided teachers’ teaching. It has still had little influence, however, in the field of educational](https://reader033.vdocuments.net/reader033/viewer/2022042223/5eca0bd4b65ab576375a89a0/html5/thumbnails/17.jpg)
��� �������� 133
NÖ=mµ�ìw=m��ðU��=o���=�VsU×HA�V��
~����U��VVU��V�BÅBá��¾ë½��Û2Í9ì����
��ù���ër$�à+�©��åÃ2���Ã4Ì� !!m��"
5¯��¤G�nq�,}-'
���/L�MNGOPQR78ST�
húûü�2002üI-2-7~I-2-12�=¤#V²��º»���¼½¢�þ_²
³� consortia��$²� confederation/federation���ó� affiliation��ë½
�consolidation/amalgamation��%½�merger/acquisition�»���[=����
K¹�1¾l¤�=º�¼½Ñ��?_3°ë��Ua²³��3ë½»÷
���ååÒª)¼½Ñ�=����.&â)�3ë�����0�'�M
O½�3=3LMÌ+Ñ�öõ='(��À¨®Ù¹PxyºÝ®ú�}W�
qrWN=Ö�º»���Ch)�K?hß'à+�©��3A��¤`@�
ñ�* �[}Ú+.KñÖ�¹��¶ñM,õ���3�ºÝa�1V
¤ó1���4º»��Xó���/��-.ÐC'
Y��Û�h0Ê���òÃ�1õ/ñ0�3Õ_����å����
Ui1<�=B}�¾àü¾lë½���Ëå�V��j�å��p�2Þk
ëDå�®=�n�R£c�ñ3o3���Ë`ÆV�½`Æ�4 ÔÕ�
×�0Oëë½Ö=këå��V�,}-=��p�ø�A»3�ù56'
Óâ�5z¢7@K=YÕ������08��4�3@�s12¼`���
*9�/ñ !'
� �/UVWXGYZ[\78]^�
õÉ�Í©�K¹º»��WN�#µ��£¡®ú�åL¼½�°±²�
2002ü106���U=BÎ}¡0:'4+!ß�;¸��¥�)=U�Eñ�r
�<Ü=>�?rò@�èÐ ArB�Ú_CD�E�FÈGHI� J=
1'
($Ï©&»¹=��WN��E��Æ�Z3P����ô¬h2�È·
òÃÈK�?ÑÁ�4LA�¦<�èÐtA'Á=Ö�±hÅ?���i>"
�'£¤�_�?ç_��À�s�M��Z��=T�â}���MFÛ
期刊徵稿:http://www.edubook.com.tw/CallforPaper/BER/?f=oa 高等教育出版:http://www.edubook.com.tw/?f=oa 高等教育知識庫:http://www.ericdata.com/?f=oa
![Page 18: · Since the 1980s, critical pedagogy has gradually established its academic status and guided teachers’ teaching. It has still had little influence, however, in the field of educational](https://reader033.vdocuments.net/reader033/viewer/2022042223/5eca0bd4b65ab576375a89a0/html5/thumbnails/18.jpg)
134 ������ � 49 � � 2 �
¨àK¹U@®ú�Uм½�UV=£¡NOÙe'r$�Ú�2�ñPTK
¹���UlC�Ü8��Á_³QÀ��ÁV¹PxyÙe=Rgã�'(�
²³�s�#��U¨© V�U�U¼/�V» �²³´µM�='
��9:;<'=>?@�ABCDE�
@ 1960ÍÎM©�º»���S§¸�C�¬©��å��ôL�bcgÞ
åùC���C�qr��µÍ£¡®ú��GÍ���£�i+�Ð�#�º
»���òóTAh$�Må�¼½A�%&�ST»¹¿¼º»��òó�
¤$�U�úûü�2002üI-2-4�'×�à Beck�UÁªü�1999ü14�=���
¸�C����ì¹P�ÂÃì�Á��Ü��+;<=m�Ô�Í!���
���Û���_�À���ìVñ,2-ϸ���½=W�K¹£!�
@Q4+�;<'^+¸�C�<XY�©�¹°��5cñ0=°�àá
�¼½º»��=�n�fgªZÕ�ëq[\�LO�Ô%&=�Ý�£¤L
¸¸��ÔC�glocalization�Ú+=t2'+Q�£4?;]�Á^L_=°�
OðÚ�$ï�p`aE���â}Ø�a?��=°s�7A�U��� �
²³=��#�ü
���/_`aHbcdFefghi78jklm�
(�«M¤.T�bÍ8�«CÔÒ�c=���7�që©���2=
d'�e4�Ñ12���]^/����º»��Xó�M&¹�¾�_fÓ
å��eÓå��ÈÍl1���»�/Ó�gÑ«C�¯�¤.�ôH$+�
zá)Uøtçm¤�^_Î<�È·�ºV�d�]^'i+�Ð�é¿��
>�2001aü17-18�ïh=�å����Ui1<�8Às0¬üUå��®�
h�!¢�G�²�këå��djå�s��Ph�Õ_��_È·D���
D�1�D'r��K¹hå�'=!Y�Æ�3h¹P�$ÏÕ_@�!¸�
�Â��>DjÖ2��/Æ��>#i=V'ßÛ2Í�¤lå�=®�h
�Õ_Ï!¢�G�_����D�¶s�ع�´Oj =%&��A¹¯�
º»��Xó�®��Ü8��M®U�¯csWD�r|�qr�3çM2
ÞkëDå�®�8�0� @��4��j���å�uW®�È·Då
期刊徵稿:http://www.edubook.com.tw/CallforPaper/BER/?f=oa 高等教育出版:http://www.edubook.com.tw/?f=oa 高等教育知識庫:http://www.ericdata.com/?f=oa
![Page 19: · Since the 1980s, critical pedagogy has gradually established its academic status and guided teachers’ teaching. It has still had little influence, however, in the field of educational](https://reader033.vdocuments.net/reader033/viewer/2022042223/5eca0bd4b65ab576375a89a0/html5/thumbnails/19.jpg)
��� �������� 135
��zA4Ì��ÃÏm0�#k���>�2001aü17-18�'
�å�=¼½@ñ8+�¹Ï=Q�tA�3!�}~I¼½M®å�3!
¢���V��p�ø�A»È·Då��e�,Aá=ºm�M�$�ºl�
ÂÃTJ'(à+��s��gÑ«C%&m=º»��¼½�Ô_�M�Y
�Ѽ½�UV��n�7���U �²³��UÆS���U¼/�»´µ�
*Î%&SÄ�e³èé¦��MfgUmno��pV=qí'
���/nopqr78st�
�ªÌÑ������WN� y�2�1996ü61P��>�1995ü79�¿
r�åæM���º»��Xó=¼½��Mnq!¢ÂÃ=$£�M_Ö��
4Ì�5¯¤G'ßr·�$�?�ñÙ��s���4Ìtß�Mmuev
�¹UV�j�¶���X��L?��YOë0�ë�78�ùÁ½5w�"
#ÆQL¸A��5�N/�}x78��.0S�y�N�'Û2Í�©@�
ùÀÁ%&��5«C78���ùôz��ÂÆ��G�Vµ�=Ö�0Y
öõ���X�0���,-¯ÔV�A�ª��4Þ©#�U�3VËÌ�8
¹�����i�o�='
�áw�{Ðr��.�£!�Ô�È·ë2!¢�å�º»��Xó�l
0_eÊ��,�Ù�jà�3!¢�å�MIT���,C+h)�|¹°�'è
0�e:Î����,0|�àÈ· «���¹°�,C+VÔÕ�a�»�
./�¼½�÷M=¯¤�}Ö�°±²�2002ü118�'M�V�~¾4U[
ål&V��+sU�H�U�*�V��$78��xÔ>½å�¼½��
à%�$�Uþ�&V�U#G�#µV��0]^'�+=Q�.¥¦���L
4�N�e�>½È·�ÒF�,È·�â�àü���,���uC��Ü>�
»��=Í�s����ë�D~=Þ��àe´È��÷Më��²]�5»��
§��nA�,}-�2Ùº»��r|'
�� � !
��æ���U=5ï�çK$£�nß���s�ù!��s�+o-�
期刊徵稿:http://www.edubook.com.tw/CallforPaper/BER/?f=oa 高等教育出版:http://www.edubook.com.tw/?f=oa 高等教育知識庫:http://www.ericdata.com/?f=oa
![Page 20: · Since the 1980s, critical pedagogy has gradually established its academic status and guided teachers’ teaching. It has still had little influence, however, in the field of educational](https://reader033.vdocuments.net/reader033/viewer/2022042223/5eca0bd4b65ab576375a89a0/html5/thumbnails/20.jpg)
136 ������ � 49 � � 2 �
]^�ß%�/���]^��Ú+�?�\ÜÑ�?��4��$78�
M�[���U0o#��]^8=>²�M£h��6��� �=¹
U'M&¹³ �Â=���U�¾�1983Í Reagen=�¹P�êX8��A nation
at risk��¦<�TMU}-V�excellence��¤$�£P2002Í Bush=�\_
�HtÖ��No child left behind��¦<�9MUe�V�equality���[ �
�U}-VVUe�V=%��?×xxå��'
©+�������U²³�/�}W��_���U�R�]^�éê
�_���U�R7�VëÚ�'�}~ï@ù4Mx����5Ê�U�l
CZ�[�Z�%&Z�È·Z�4Å"��WN�tA�U=�n�Oð��
\q�Ö�$¼=@��i�òó�}FD~�«Cxy�èé%&�«ª��
=���z��¦�Ϥ`ÔÕ=5¯�/»W*¥LM���ä �=���
M��!;l�ÃÄVù?�§¨��l�'
�¸����� Habermas���UÚ+��ìíV�ideal speech situation��
@ñõA�þ2�¼¸�!��Å����U��º»��¼½�U���£�
à'ßó�ñ��Û=���U�ÐF0��¥ ��Ú� ê�nq��
F�sÓ�/0:j�nôØ��V*ó�±Â�R�õA����94UGH�
\q�*¥�#ûVið�� =m����U�7z0¼¸$ï��Ï�Ï�
§¡��¢�Ué�8�£�þ£V)¤
期刊徵稿:http://www.edubook.com.tw/CallforPaper/BER/?f=oa 高等教育出版:http://www.edubook.com.tw/?f=oa 高等教育知識庫:http://www.ericdata.com/?f=oa
![Page 21: · Since the 1980s, critical pedagogy has gradually established its academic status and guided teachers’ teaching. It has still had little influence, however, in the field of educational](https://reader033.vdocuments.net/reader033/viewer/2022042223/5eca0bd4b65ab576375a89a0/html5/thumbnails/21.jpg)
��� �������� 137
�"#$
����1999������ ������������3��� 87-108�
����1999���������������� ��� ����������
���1��� 1-37�
����2002������!"# $%&�'( ������������� !"
�� 106-122��)*+ ��#,-./01����./�234�
56��789:;<��1996����#$%&'�()��=>56�
?@A�2002������!BCDE���'( ������������� !"
�� 91-105��)*+ ��#,-./01����./�234�
FGH�1999��IJKL��1MN��OPQ��RSTUVWPQXYZY�
*+,-./0���12345����� !6
F[*�1999��\]^_`a+ ��bcWde�'(��f�3g����#$7�
8�9:��=>��f�
hij�k��1999��U. Beckl�;<=>?��=>mn�
�op�2002��@A7���������=> q�
��f�1995���B2���()CDEFGHIJ7��KL��=>��f�
��f�2001a�� ���M�NO)��=>��f�
��f�2001b��PQ��R ��STU��=>��f�
��f�2001c�� �VWXY�Z�S[\TU��=>��f�
rst�2000��uvw��Xx�yz{|�Paulo Freire�W�� XY�� ��!
=������� 1-28�
}~��k��1999��McLaren, P.l�PQ�� �/0��]^�_�2��� 109-155�
����2000��`a7bcdEef7gh)i��=>�Z��+ �����
����2000����� 1�j� #Y�� ���./W���jk���l�� 6-42�
����2002��R��W����X ��� �5����W��#���'(
mHnopqrs��tM�� !��� !"�� 120-137����>�Z��
H 6�L��./0�
期刊徵稿:http://www.edubook.com.tw/CallforPaper/BER/?f=oa 高等教育出版:http://www.edubook.com.tw/?f=oa 高等教育知識庫:http://www.ericdata.com/?f=oa
![Page 22: · Since the 1980s, critical pedagogy has gradually established its academic status and guided teachers’ teaching. It has still had little influence, however, in the field of educational](https://reader033.vdocuments.net/reader033/viewer/2022042223/5eca0bd4b65ab576375a89a0/html5/thumbnails/22.jpg)
138 ������ � 49 � � 2 �
¡¢£�2002������!"¤¥E� �'(PQuv���S�wxuv��yz
{������'|��� I-2-1~I-2-22���¦L�§¨�� �34�
©ª«�1998����#�¬®XYE¯ �����"^�}��� 23-48�
©ª«�2000����°�#i��¬E�y±²³N��´µ¶·¸�����
"^�}~�� 113-137�
¹º»�1997����¼½N¼3¾>FoucaultPQ¿ÀWÁjÂÃÄÅ��������
��� 209-218�
A Husser, L. (1976). Essays on ideology. London: Verso.
Apple, M. W. (1993). Official knowledge: Democratic education in conservative age. New York:
Routlege.
Becher, T. (1989). Academic tribes and territories: Intellectual enquiry and the cultures of
disciplines. Bristol, PA: The Society for Research into Higher Education & Open
University Press.
Cibulka, J. G. (1994). Policy analysis and the study of the politics of education. In Politics of
education association yearbook 1994, 105-125.
Foucault, M. (1991). Discipline and punish. London: Penguin.
Fowler, F. C. (2000). Policy studies for educational leaders: An introduction. Upper Saddle
River, NJ: Merrill.
Gale, T. (2001). Critical policy sociology: Historiography, archaeology and genealogy as
methods of policy analysis. Education Policy,16(5), 379-393.
Giroux, H. (1983). Theory, resistance, and education: A pedagogy for the opposition. South
Hadley, MA: Bergin & Garvey.
Giroux, H. (1992). Border crossings: Cultural workers and the politics of education. New York:
Routledge.
Grindle, M. S. & Thomas, J. W. (1991). Public choice and policy change. Baltimore: The Johns
Hopkins University Press.
Hill, M. (1997). The policy process in modern state. New York: Prentice Hall.
Janks, H. (1997). Critical discourse analysis as a research tool. In Marshall, J. & Peters, M.
期刊徵稿:http://www.edubook.com.tw/CallforPaper/BER/?f=oa 高等教育出版:http://www.edubook.com.tw/?f=oa 高等教育知識庫:http://www.ericdata.com/?f=oa
![Page 23: · Since the 1980s, critical pedagogy has gradually established its academic status and guided teachers’ teaching. It has still had little influence, however, in the field of educational](https://reader033.vdocuments.net/reader033/viewer/2022042223/5eca0bd4b65ab576375a89a0/html5/thumbnails/23.jpg)
��� �������� 139
Education Policy, 49-70. An Elgar Reference Collection.
Kingdon, J. W. (1995). Agendas, alternatives, and public policies (2nd ed.). New York: Harper
Collins College Publishers.
March, J. G. & Olson, J. P. (1989). Rediscovering institutions: The organizational basis of
politics.
Marshall, J. D. (1995). Needs, interests, growth, and personal autonomy: Foucault on power . In
Kohli, W. (Ed.), Critical conversations in philosophy of education, 364-378. New York:
Routledge.
McLaren, P. (1994). Life in schools: An introduction to critical pedagogy in the foundations of
education (2nd ed.). New York: Longman.
Morrow, R. A. & Torres, C. A. (2002). Reading Freire and Habermas: Critical pedagogy and
transformative social change. New York: Teacher College, Columbia University.
Peters, M., Marshall, J. & Fitzsimons, P. (2000). Managerialism and educational policy in a
global context: Foucault, neoliberalism, and the doctrine of self-management. In Burbules,
N. C. & Torres, C. A. (Eds.), Globalization and education: Critical perspectives (pp.
109-132). New York: Routledge.
Remmling, G. W. (1973). Towards the sociology of knowledge: Origin and development of a
sociological thought style. London: Routledge and Kegan Paul.
Taylor, S. (1997). Critical policy analysis: Exploring contexts, texts and consequences.
Discourse: Sstudies in the Cultural Politics of Education, 18(1), 23-35.
Walzer, M. (1991). The politics of Michel foucault. In Hoy, D. C. (Ed.), Foucault: A critical
reader. London: Basil Blackwell.
Weiler, K. (1988). Women teaching for change: Gender, class & power. New York: Bergin &
Garvey.
期刊徵稿:http://www.edubook.com.tw/CallforPaper/BER/?f=oa 高等教育出版:http://www.edubook.com.tw/?f=oa 高等教育知識庫:http://www.ericdata.com/?f=oa