是教育工作者還是教育勞工?從異化和壓迫的觀點看代理代課教師的困境

Abstract

本研究以異化的四個層面與壓迫的五個面向呈現代理代課教師的困境。本研究採質性研究方法，以半結構式的問卷與六位目前在國中代理代課的教師進行深度訪談。經由訪談與資料分析過後，除了呈現代理代課教師可能出現的異化與壓迫現象，包含了工作、親師生關係的維持、與同事的相處以及教師本身類本質的異化現象；也呈現代理代課教師遭遇剝削、邊緣化、無力感、文化帝國主義以及暴力等不同面向的壓迫。本研究分析後得出了以下結論：(一)代理代課教師工作是種扭曲的現象；(二)代理代課教師受到全面性的壓迫而形成次等的身分；以及(三)結構性的異化與壓迫導致代理代課教師無法翻身。期待透過本研究的分析能讓代理代課教師的處境能被看見與同理。最後本研究提出兩方面的省思。首先在理論方面，對於理論適用性方面，雖然並非所有代理代課教師都會受到每一種壓迫與異化的現象，但是每一位代理代課教師可能都會受到不同形式的壓迫，異化的程度也有所不同：針對研究對象方面，由於每位代理代課教師的背景不同，所以遭遇到的異化與壓迫程度可能有所不同，後續的研究可以再增加不同階級、年齡、性別、學歷背景等等的面向進行更多元性的探討；此外，社會脈絡層面的變動可能也會形成新的問題，如同新的政策可能也會加深到代理代課教師的困境。另一方面的省思則是屬於實務層面，本研究最後提出希望能夠以不同的方式理解代理代課教師，除了指出代理代課教師在工作層面的困境外，也認為代理代課教師需要被尊重。

This thesis is to present the dilemma of supply teachers and substitute teachers from four dimensions of alienation and five dimensions of oppression. The researcher utilized In-depth Interview with 6 junior-high-school supply teachers and substitute teachers to reveal the alienation and oppression of their daily life in school. The alienation situation of supply teachers and substitute teachers includes: the alienation of work, the relationship among teachers, students and their parents, the getting along with colleagues and the alienation of teachers themselves.Supply teachers and substitute teachers are oppressed from different types, such as exploitation, marginalization, powerlessness, cultural imperialism and violence. The conclusions of this thesis are: (1) The work of supply teachers and substitute teachers is distortion. (2) The status of supply teachers and substitute teachers is lower than ordinary teacher. (3) Alienation and oppression limited the development of supply teachers and substitute teachers. There are two discussions of this study: (1) Theoretically, not all situation of oppression and alienation of supply teachers and substitute teachers are the same, however, each of them may subject to different forms of oppression and different degrees of alienation. Due to the different background of each situation, future studies may carry out diverse discussions on other aspects, such as: different classes, ages, genders, educational backgrounds and so on. Social and environment changes may create new problems. For example, policy transformation may deteriorate the situations of supply teachers and substitute teachers. (2) Practically, supply teachers and substitute teachers should not be understood from the traditional way. Not only the works but the dignities of supply teachers and substitute teachers should be respected.