場域變遷與集體行動：高中公民老師為何抗議課綱微調

Abstract

學校教師一直以來被社會大眾視為保守、權威、政治冷感的群體。然而103課綱微調尚未公布，一群高中公民與社會科教師就召開記者會，甚至發起「街頭公民課」靜坐絕食。他們主張103課綱違反程序正義、課綱內容過於意識形態導向且教育目的不明。藉此，社會各界與高中學生開始關心課綱微調，最終發起更大規模的組織行動。「教師行動」與「課綱研修」分別是批判教育學與課程改革研究重視的議題，不過既有研究較少討論教師的專業認同與社會行動的關係。 本文使用組織社會學的「制度邏輯觀點」，建構一個包含不同行動者、制度與組織設計、不同制度邏輯的「公民教育場域」。藉由訪談參與課綱研修、學科中心活動與反課綱微調行動的公民教師，我分析「公民教育場域的變遷與穩定」，並回答研究提問：公民教師為什麼要抗議課綱微調？他們又有甚麼條件？教師行動反映出高中公民與社會課程什麼樣的發展歷程？ 本文發現，公民與社會課程從95暫綱強調學科知識、由教育部與學者主導相關制度與組織編排，到99課綱強調教師自主發展課程與公民教育的社會參與面向。場域變遷的過程中，教師透過學科中心建立緊密的人際網絡、發展共享的教學實作，形成官方非預期的「集體行動基礎」。103課綱微調檢核小組做出違背場域發展的「逆選擇」，則成為教師行動的引線。本文藉此指出使用「組織場域的變遷與穩固」分析課程改革與教師專業、集體行動的優勢，並對制度邏輯觀點作出行動者與歷史導向的修正。

School teachers in Taiwan have long been perceived as conservative, authoritative, and politically apathetic. However, in 2014, organized civic teachers launched a protest against the 103 curriculum alternation drafted by the KMT government. They argued that the process was unjust, the contents ideological, and the educational goal ambiguous. Following their action, the public started to quarrel over such controversy, with students planning continuing dissidence. Teachers’ actions and curriculum planning have been thoroughly studied in Critical Pedagogy and Curriculum Reform respectively; yet, the literatures paid less attention to the relationship between teachers’ professional identities and their social actions. Applying the institutional logics perspective in organizational sociology, this thesis constructs an analytical concept – “Civic Education Field,” where various agents, institutional and organizational designs, and different institutional logics intersected. Interviewing civics teachers participating either in the official curriculum planning, in the activities held by the Resource Center, or in the collective action against the 103 alternation, I analyzed the change and stability of Civic Education Field and answered the following question: why did civics teachers protest against the curriculum alternation? What resources did they hold? What can we learn about the field change process of high school Civics and Society from teachers’ actions? This thesis argues that civics education has changed from a subject emphasizing disciplinary knowledge with corresponding institutional designs controlled by officials and scholars in the 95 curriculum, to a subject focusing on cultivating teacher’s capacity of developing their own curricula and on teaching students the values of social actions in the 99 version. Civics teachers, by participating activities held by the Resource Center, have both built solid networks and developed shared pedagogical practices. They hence obtained the material and symbolic resources for the later mobilization, an unintended consequence to the official. Unaware of such development, the 103 alternation Committee made a “reverse choice” which violated the established logics in the field; such decision resulted in civics teachers’ collective actions. Following the case of civics teachers, this thesis argues that it provides niches for researchers to apply “change and stability of organization fields” in analyzing curriculum reform, teachers’ professionalism, and collective actions. I concluded by incorporating agents-based and historical analysis into the institutional logics perspective.