教育工作者與邊緣青少年的相遇：互動分析及教師的反身之知

Educators' Encounters with Youth at Risk: An Interactive Analysis and Teachers' Reflexive Knowledge

教育工作的本質是什麼？在這個孩子與大人都受苦的歷程中是模糊的。

一個孩子那麼壞，會不會就是特意要「壞給你（師者）看」的？

What is the nature of educational work? It is ambiguous in this process where both children and adults are suffering.

Is it possible that a child is so bad that he or she is deliberately "bad for you (the teacher)"?

文章主題：邊緣兒少教育、村落式教育
關鍵字：偏鄉教育、邊緣兒少、戲劇理論、師生共構

Article Topic: Education for marginalized children, village-based education
Key words: education for marginalized children, children at risk, drama theory, teacher-student co-construction

論文摘要

顧瑜君、吳明鴻〈教育工作者與邊緣青少年的相遇：互動分析及教師的反身之知〉一文發表於2019年12月，《臺灣教育社會學研究》，第十九卷第二期，頁47-85。

這份研究以教育工作者與低社經處境中邊緣青少年的相遇為題，分析不易察覺的先天條件、互動方式及教育關係。文中案例分析了互動雙方如何陷入常見的「陷阱」，更共構出耐人尋味的「竊案」。最後，針對如何讓社會正義落實於偏鄉教育的課題，提出此研究可能啟發教育工作者之處。

論文運用了多元且跨學科的研究成果，並以「舞臺／表演隱喻」分析師生互動中的文化腳本。結論指出，為能更加理解行為偏差青少年的行為與需求，教師需「懸置已知」並轉換為一種「陌生人之眼」，更敏銳地去覺察日常互動中師生共構的現象，發揮師者在教育現場的正面效應。

Abstracts of Essays

The article "Educators' Encounters with Youth at Risk: An Interaction Analysis and Teachers' Reflexive Knowledge" by Yu-Jun Ku and Ming-Hung Wu was published in Taiwan Studies in Educational Sociology, Vol. 19, No. 2, pp. 47-85, December 2019.

This study analyzes imperceptible preconditions, interactions, and educational relationships in the context of educators' encounters with youth at risk in low socioeconomic contexts. Case studies are presented to analyze how both parties fall into common "traps" and co-construct intriguing "theft cases. Finally, the paper suggests what this research might reveal to educators about how social justice can be implemented in rural education.

The paper draws on diverse and interdisciplinary research findings and uses the "stage/performance metaphor" to analyze the cultural scripts of teacher-student interactions. The conclusion suggests that in order to better understand the behaviors and needs of behaviorally deviant youth, teachers need to "suspend the known" and transform into a kind of "stranger's eye" to be more sensitive to the phenomena co-constructed by teachers and students in their daily interactions, and to make the positive effects of teachers in the educational field.

給教育工作者的話

這篇研究討論焦點之一是教育工作者與邊緣兒少「相遇的時空」，而在這些相遇的時空之外，有更大範圍的是無法與之相遇的教育工作者「『置身其外』的世界」。而且，即使彼此有緣相遇，兩者間的關係卻往往脆弱、緊張或維繫不易。在這篇文章中，研究者對這種「無奈的惡性循環」提出可能的解套方法。

A Message to Educators

One of the focuses of this study is on the "times and spaces" in which educators and marginalized children "meet," and beyond these encounters, there is a larger "world" of educators "outside" the encounter that cannot be met. Moreover, even when they do meet, the relationship is often fragile, tense, or difficult to maintain. In this article, the researcher suggests possible solutions to this "vicious circle of helplessness".

給教育研究者的話

此論文在第伍大段落的第二點「案例分析」的「尾聲」中寫道：「在事件後的幾個月，一次與宥翔的討論中，從他的回饋得知，研究團隊的理解，是很貼近他的處境的。（中略）當研究者對他描述『說了一個變成偷竊的謊』的梗概後，宥翔大叫出來說：『對對對！』」這個案例跟案例分析的過程，值得一讀。當研究者聽到自己的研究對象因被了解而大喊：「對對對！」的當下，必然在慶幸之餘也鬆了一口氣吧──呼！終於能確定你在想什麼了！

A Message to Educational Researchers

In the "Epilogue" of the second point of the "Case Study" in the first paragraph of this paper, it is written, "In a discussion with Yu Xiang a few months after the incident, I learned from his feedback that the research team's understanding was very close to his situation. (omitted) When the researcher described to him the outline of "telling a lie that became a theft", Yu Xiang exclaimed, "Yes, yes, yes! " This case and the process of case analysis are worth reading. When the researcher heard his research subject shouting "Yes, yes, yes!" you must have been glad and relieved. Finally, we can determine what you are thinking!