教師對女性外籍配偶及其小學子女的知覺和預期---文化編碼和情境自我的分析

Abstract

以一種具文化意涵的方式探討臺灣教師對於女性外籍配偶和她們的小學子女的知覺和預期，是本計畫的目標。經由分析教師的訪談談話，試圖找出其中運用到的文化編碼和當下表現出的不同社會自我或身分。由於近年臺灣的移民趨勢，2009年女性外籍配偶的小學年紀子女已達110,000人(佔小學人數的6.75%)，未來幾年人數還會增加，相關的問題不容忽視。瞭解教師對於這些學生和學生家庭的知覺和預期是非常重要的議題，因為教師的預期可能會成真而造成長期的影響。本次研究資料來自訪談教過或和外籍配偶子女有過密切互動的教師(三十位)和民族誌田野工作筆記，本計畫將仔細分析訪談逐字稿，找出教師表現出的社會身分或情境自我和其中運用到的文化編碼。初步分析顯示教師在訪談中至少表現出三種社會身分或情境自我: 教師、社區成員和現代女性，在描述對外籍配偶及其子女的知覺和預期時透露出至少包括「健全家庭」和「盡力」二個文化編碼。本計畫結果可應用在教師專業成長教育，順勢強化教師用不同社會身分或情境自我去理解外籍配偶子女家庭環境的能力，提高教師對學生的同理心，並能夠經由理解自身的文化編碼，看到本身文化思考框架的局限和可能性，而能夠採取更具彈性的思維，有助於提高教師專業智能。

This project investigates teachers’ perceptions and expectations about female foreign born spouses and their elementary-school children in Taiwan in a culturally meaningful way by analyzing what teachers say and recognizing the application of cultural codes and the enactment of different social identities. Due to the recent gendered immigration trends in Taiwan through cross-border marriages, the number of children of foreign spouses in elementary school has reached 110,000 (6.75% of elementary student population) in 2009. The number is expected to be increasing in the coming years. Teachers’ perceptions and expectations about these children and their families are important in that they can lead to the fulfillment of those expectations with long-lasting effects. Analysis will include 30 teacher interviews and ethnographic field notes. Preliminary findings indicate that a code of a “well-functioning family” in descriptions about the children with the enactment of the identity as a “teacher” and a code of “trying one’s best” in descriptions about foreign spouses across all three identities as a “teacher”, a “community member” and a “modern woman.” Results from this project are expected to apply to teacher education. Through enhancing teachers’ understanding about children of foreign spouse families by directing teachers to recognize their own different situating selves or social identities, teachers’ empathy about the children and their families can be strengthened. By examining the cultural codes, teachers could see the limitations and possibilities of their own thinking framework and adopt a more flexible way of thinking, which is essential to teachers as professionals.