一位中學校長多元文化領導意識覺醒的敘事研究

Abstract

研究者自我敘說從初任教師階段到跨越超過11年校長生涯多元文化領導實踐歷程的生命經驗，透過敘說不同階段的關鍵事件與遭遇的多元文化領導難題，分析多元文化意識覺醒歷程及教育實踐經驗如何轉化為領導智慧，以做為校長多元文化領導及校務經營的參考。本論文採用Freire意識覺醒三階段理論與校長多元文化領導概念交互作用後，對照反思研究者多元文化領導的實踐行動。本研究採敘事研究法，針對案例故事中有關弱勢族群、階級、性別平等意識、學校組織權力、課程與教學等議題進行深度分析，並獲得以下結論：一、意識覺醒歷程隨著不同學校多元文化脈絡而轉化，校長勇於突破權力結構的限制，做一位多元文化領導人。二、面對多元文化領導難題，校長做為弱勢族群的守護者，敏覺文化差異造成的偏見與歧視，透視問題背後隱藏的權力結構問題，以對話溝通跨越邊界，捍衛公平正義。三、校長以勇氣與智慧跨越邊界處理多元文化教育議題，培養自我覺察力與敘事力在領導中完成意識覺醒。四、校長多元文化概念意識覺醒與多元文化領導實踐是交互影響的歷程。五、在多元文化領導過程，校長以學生需求為主體，基於捍衛民主自由的教育理念與維護公平正義精神作價值判斷的準繩。本研究提出以下建議：一、對教育現場校長多元文化領導的建議（一）校長可以轉化視角看見自己與師生的需求，敏覺現象背後的文化意涵，跨出疆界與師生對話以提升自我意識達批判層次，達成多元文化領導。（二）校長可以運用自身所擁有的領導力，促進提升校園多元文化意識，促進不同文化個體或族群自由解放，創建多元文化校園。二、對教師教學的建議 （一）教師應敏覺教育現場的不公不義現象，促進以文化回應教學的課程設計。 （二）建議提供教師增權賦能，鼓勵開設多元文化課程以建構學生平等、民主的多元文化概念。 三、對教育行政機關的建議 （一）在校長領導的培育與訓練課程應培養校長敘事力，讓校長成為能透過敘事歷程達意識覺醒的多元文化領導人。 （二）教育主管機關應鼓勵學校推動多元文化教育，建構多元文化校園。

This self-narrative delves into the life experiences of multicultural leadership through the lens of a female middle school principal. It explores the awakening and subsequent conscientization of my struggles and achievements within multicultural contexts over 11 years of leadership. Methods of data collection, including observation, interviews, and document analysis, were employed to represent these experiences. Paulo Freire’s three levels of consciousness were utilized to position the researcher as the focal point of the narrative.The study yields the following findings: Firstly, the process of consciousness-raising is contingent upon the multicultural contexts within schools, and the principal exhibited the courage to transcend the limitations of power structures, emerging as multicultural leaders. Secondly, the principal played the role of guardians for marginalized groups, demonstrating sensitivity towards biases and discrimination stemming from cultural differences, addressing underlying power structure issues, and fostering dialogue and communication across boundaries to uphold fairness and justice. Thirdly, the principal demonstrated courage and wisdom in addressing multicultural education issues, fostering self-awareness and narrative skills to facilitate consciousness-raising in leadership. Lastly, the process of conscientization and multicultural leadership mutually inform each other.This study voices some controversial but overlooked narratives within schools. The narrative chronicles the journey in retrospect, unveiling the evolution of my conscientization. I hope this study has the potential to inspire other principals to unearth their hidden curriculum, thereby catalyzing an attitudinal shift towards educational equity.