談教育工作者如何正視新弱勢群體學生處境

How educators can address the situation of students from new disadvantaged groups

或許放進歷史的脈絡後，會發現我們當時以為的幫助卻變成一種壓迫，甚至使問題更嚴重。

我們正在面對一個新的臺灣經驗，所有的人得重新學習，不是只有這些被標籤為新弱勢群體的孩子和母親。

Perhaps when put in the context of history, what we thought was help at the time became a form of oppression, and even made the problem worse.

We are facing a new Taiwan experience where all people have to learn again, not just the children and mothers who are labeled as the new disadvantaged.

文章主題：新住民教育
關鍵字：外籍配偶、新臺灣之子、新住民教育
Article Topic: Education for New Indigenous People
Key Words: Foreign Spouse, New Taiwan's Children, New Indigenous Education

論文摘要

顧瑜君〈談教育工作者如何正視新弱勢群體學生處境〉一文發表於2006年1月，《教育研究月刊》，第141期，頁37-49。

本文從教育工作者應如何因應外籍配偶及子女增加之現象出發，探討面對所謂新弱勢群體學生時，教育工作者可以做些什麼或不該做什麼，從常見的迷思中探詢工作方法。

作者特別說明，不著墨在該不該給予外籍配偶及子女協助，並非反對給予「新臺灣之母與子」協助，而是希望從不同的角度去探究協助的可能與樣貌。同時也認為，當教育工作者願意從比較宏觀的角度，以及相對動態的視野去看待這個社會現象時，可以幫上忙的工作方案與內容，或許也會更多樣化、更貼近對方的需求。

在理解「問題」並接受它可以轉化為一股社會變遷的力量之後，作者進一步引導教育工作者去認識，持另一種態度去面對這個新族群的結果。認為，教育工作者若能從己身的多元文化素養開始改變自己，跟對方互動時就會有「共同學習與成長」的可能。

Abstracts of Essays

Yujun Gu's article "How Educators Can Confront the Situation of Newly Disadvantaged Students" was published in the January 2006 issue of Educational Research Monthly, No. 141, pp. 37-49.

This article explores what educators can and should not do in the face of the so-called newly disadvantaged students, and explores ways to work through the common myths about how educators should respond to the phenomenon of increasing numbers of foreign spouses and children.

In particular, the authors do not focus on what should or should not be done to help foreign spouses and children, not because they oppose providing assistance to "new Taiwanese mothers and children," but rather because they hope to explore the possibilities and appearance of assistance from different perspectives. We also believe that when educators are willing to look at this social phenomenon from a more macroscopic and dynamic perspective, the programs and contents that can help may be more diverse and closer to each other's needs.

After understanding the "problem" and accepting that it can be transformed into a force for social change, the authors further guide educators to understand and adopt a different attitude toward the outcomes of this new community. The author believes that if educators can begin to change themselves through their own multiculturalism, they will have the possibility to "learn and grow together" when interacting with each other.

給教育工作者的話

教育工作者在積極協助「新臺灣之母與子」時，是否可以保持一個不斷瞭解的角色與調整自己所處的位置？──是理所當然的認為他們是「問題」，或是把這個社會現象視為臺灣社會變遷過程中的重要狀態或階段？──如果我們願意這樣做，對於這個新的社會現象所牽涉到的態度和處理的行動，將會有所不同。因此，作為一個教育工作者，就需要在釐清自己對這個社會現象的認識中，尋找「問題」的解決對策。

如果腦子裡存有一份「外籍配偶們及他們的子女正在書寫一頁臺灣新移民史」的態度，或許對於這些孩子進入校園後十幾年的教育現場，會有不同的感受與體認。我們應該要秉持什麼樣的態度與思維，也會不同於報章雜誌的報導或我們長期持有之刻板印象的反應。

A Message to Educators

Can educators maintain a role of constant understanding and adjust their position when actively helping the "mothers and children of the new Taiwan"? Do we take them for granted as a "problem" or do we see this social phenomenon as an important state or stage in the process of Taiwan's social change? If we are willing to do so, the attitude and actions involved in dealing with this new social phenomenon will be different. Therefore, as an educator, we need to clarify our understanding of this social phenomenon in order to find solutions to the "problem".

If we have the attitude that "foreign spouses and their children are writing a page of Taiwan's new immigrant history" in our minds, we may have different feelings and perceptions about the education of these children in school for more than ten years. The attitudes and thinking that we should adopt will also differ from what the newspapers and magazines report or the stereotypes we have held for a long time.

給教育研究者的話

作者寫這篇「自我對話」主要是在「現實的面之上」提出一些可能值得 question 的問題，並「從 question 的過程中找方法」；她發現「新臺灣之母與子」這一社會現象，其實牽涉層面廣而雜，因此聚焦討論新二代的教育問題，論述在社會結構下，弱勢學生仍得複製父親的階級與社會處境；為此，她提出輔導理論中的復原力概念，認為教師若能協同學生發揮復原力，讓他們在學習時不需揚棄母親的文化與歷史並能增強能力。那麼，他們將從「被輔導者或受幫助者」轉成「自己行為的設計者、信念與希望的實踐者」。作者從自我對話、面對問題、找尋方法，最後向教育工作者說明現場實作時可以持有的態度、原則和可能的結果，完整寫出研究路徑，可說是一篇如何做研究的範本。

A Message to Educational Researchers

The author writes this "Self Dialogue" to raise some questions that may be worth asking "on the face of reality" and to "find a way out of the process of questioning". To this end, she proposes the concept of resilience in counseling theory, arguing that if teachers can work with students to develop their resilience so that they can learn without abandoning their mothers' culture and history and be empowered. Then they will move from being "the mentee or the recipient" to being "the architect of their own behavior, the doer of their own beliefs and hopes. The author writes a complete research pathway from self-talk, to confronting problems, to finding ways, and finally to explaining to educators the attitudes, principles, and possible outcomes that can be held in field practice.