教育改革的治理方式與實作過程—以台北市推展性別平等教育為例

doi:10.3966/156335272013120041003

NHUIR > College of Social Sciences > Department of Applied Sociology, The M.A. Program of Sociology > Periodical Articles > Item 987654321/26224

Please use this identifier to cite or link to this item: http://nhuir.nhu.edu.tw/handle/987654321/26224

Title:	教育改革的治理方式與實作過程—以台北市推展性別平等教育為例
Other Titles:	The Governance and Practical Process of Educational Reform: A Case Study of Implementation of Gender Equity Education in Taipei
Authors:	林昱瑄
Contributors:	應用社會學系
Keywords:	性別平等教育;表現性;教育改革;教育治理;新管理主義;gender equity education;performativity;educational reform;governance;new managerialism
Date:	2013-12
Issue Date:	2018-10-04 14:22:06 (UTC+8)
Abstract:	自1980年代以來，世界主要國家紛紛採取新管理主義的治理方式進行公部門的改革。新管理主義強調績效責任、表現性與遠端遙控的精神也逐漸滲透到臺灣的教育治理，影響我國教育改革的施行方式、內涵與成效。本研究以臺北市推展性別平等教育（1996～2006年）為例，探討帶有新管理主義色彩的治理方式，如何影響教育改革的理想在教育現場被落實的狀況。本研究的研究方法採文件分析及焦點團體訪談兩種方式進行。研究結果發現，當教育改革的治理方式強調由上而下的遠端遙控、以績效表現和成果作為評鑑指標，不僅會改變教育理念被討論和實踐的方式，同時也會使學校機構忙於追求績效、從事評鑑所需的文書工作，教師更難有時間、精力從事實質的改革，教師的專業自主權也受到嚴重的斲喪。 Since the 1980s, major countries across the global have adopted the ideology of new managerialism to reform their public service. New managerialism which emphasizes accountability, performativity and remote control has been increasingly introduced to education goverance in Taiwan, and accordingly influenced the ways, contents and results of our educational reform. This study, using implementation of gender equity education in Taipei (1996-2006) as an example, aims to examine how educational governance dominated with new managerialism approach influences the implementation of ideals of educational reform. Research methods such as document analysis and focus group interviews are adopted. This paper concludes that when educational governance highlights a kind of top-down remote control, and evaluates educational practices with accountability and outcomes, it will not only change the ways of gender equity to be discussed and practiced in schools, but also make schools and teachers busy with pursuing superficial performance and doing loads of paperwork for evaluation. As a result, teachers have fewer time and energy to practice "real" educational reform. Besides, teachers' professional autonomy is heavily invaded.
Relation:	教育學刊/Educational Review 41期 pp.87-122
Appears in Collections:	[Department of Applied Sociology, The M.A. Program of Sociology] Periodical Articles

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