| 摘要: | 新自由主義、學術工作與性別政權的（再）形構： 臺灣的高等教育改革對大學新進教師之影響 近幾年來，臺灣的高等教育改革受到新自由主義影響，出現市場化與商業化的取 向。連帶地，使得大學教師的角色定位、工作內容和評鑑標準等，也產生巨大的變化。 政府和大學機構越來越強調學術工作的效率、生產力和績效，並且透過各種指標和文本 對大學教師進行量化與表現性的評量，根本地改變了學術工作者每日每夜所從事的心 智、情緒、體力勞動過程。面對這個巨大的結構性變革，許多國內研究紛紛將焦點放在 反省學術評鑑和大學評鑑的問題，或者批判學術知識生產的過程。然而，這些研究並沒 有探討這些變革，對於大學教師在日常生活中的勞動過程、生活形態與社會關係的影 響，更沒有討論其背後所反映出來的性別意涵。因此，本研究藉由檢視大學新進教師的 工作和生活經驗，企圖瞭解新自由主義如何影響大學機構與學術工作裡頭的性別權力關 係，以及大學教師在日常生活中的性別實作和社會關係如何經歷重新組構的過程。 本研究採建制民族誌(institutional ethnography)，以大學新進教師的工作和生活經驗 作為起始點，探討在大學結構重組的新情境底下，交織新自由主義與機構期待的性別政 權如何重新型塑、宰制人們的在地經驗。主要探究的方法包括訪談和文本分析，並佐以 參與觀察。訪談的部分，以五十位進入大學擔任教職不超過五年的學術工作者作為研究 對象，其人口特質盡量涵蓋不同性別、專業領域、機構性質、家庭狀態等，以反應他／ 她們在不同條件底下的差異經驗。文本分析係檢視受訪者所提到的機構文本，包括國家 政策文件、大學法規、評鑑表格等，以探討他／她們的工作過程如何受到機構文本的中 介。參與觀察則是進入其工作和家庭的情境，觀察其日常生活的運作方式。本研究預期 成果可以勾勒出新經濟底下，性別政權變化與重新形構的軌跡，以重新省思高等教育的 性別平等改革方向。
Neoliberalism, Academic Work and the Re/configuration of Gender Regime: Higher Education Reform in Taiwan and Its Impact on Junior Teachers In the past decade, the higher education reform in Taiwan has become market- and commerce-oriented under the influence of neoliberalism. Consequently, there have been dramatic changes in the role of university teachers, their job responsibilities, evaluation standards and so on. Governments and university institutions have placed more and more emphasis on efficiency, productivity and accountability of academic work and evaluated university teachers’ performance quantitatively via various indexes and textual forms, which fundamentally changes the process of day and night mental, emotional and physical labor of academic professionals. Facing this huge structural transformation, many studies focus on the issues of academic and university evaluations, or criticizing the process of academic knowledge production. However, these studies do not explore how these transformations influence the labor process, life styles and social relations in university teachers’ daily life, and even leave the gender implication behind it undiscussed. Therefore, by looking at the work and life experiences of junior teachers, this study attempts to understand how neoliberalism has influenced the gender power relations in university institutions and academic work, as well as how the gender practices and social relations in university teachers’ everyday life go through the process of reconfiguration. Through institutional ethnography, this study starts with the work and life experiences of junior teachers and discusses how the gender regime, interwoven with neoliberalism and expectations of institutions, reconfigures and dominates people’s local lived experiences in the new setting of university restructuring. The inquiry methods include interviews and text analysis. In the interviews, the interviewees are fifty academic professionals who have worked as teachers in the universities for less than five years, covering as different genders, specialties, types of institutions, and family status as much as possible in order to reflect the variation of their experiences under different conditions. In the text analysis, the researcher look at the institutional texts mentioned by the interviewees, including the national policies, university regulations and evaluation forms related to academic work, to explore how their work process is institutional textually-mediated. The expected results of this study will depict the tracks of changes and re/configuration of gender regime under the new economy so as to reflect on which direction the gender equality reform in higher education should head for. |
