| Summary: | 碩士 === 國立中正大學 === 教育研究所 === 91 === A study of Henry A. Giroux’s teachers as transformative intellectuals: And its implications for teachers and teacher education curricula in Taiwan
Abstract
The main purpose of this thesis is to explore Giroux’s claim that teachers as transformative intellectuals. By exploring both the American backgrounds of educational reforms in the 80’s and Giroux’s critical pedagogy, the researcher aims to rethink relevant problems of Taiwan’s recent educational reforms and provide teachers such intellectual foundations and action principles.
The following are the four purposes of this thesis:
1.To trace back the historical backgrounds of Giroux’s claim
on teachers as transformative intellectuals.
2.To analyze educational claims of Giroux’s critical pedagogy.
3.To explore the contents of teachers as transformative
intellectuals.
4.To illuminate possible implications for teachers’ praxises
and teacher education curricula in Taiwan.
Based on the research, the conclusions of this thesis are as follows:
1.American’s educational reforms in the 80’s were directed by
the economic rationality and ideologies of the New Right.
2.Critical pedagogy challenges the assumptions taken for
granted in traditional schooling, and claims that the
educational processes are surrounded by cultures, politics,
and powers.
3.The ideal of teachers as transformative intellectuals should
be integrated into the teacher education curricula. That is
to say
(1)Teachers have to learn to critical use the social
theories.
(2)Teacher education curricula should be as forms of culture
politics.
(3)Citizenship education should be combined with teacher
education curricula.
Finally, according to the research results, three suggestions are proposed for teachers and teacher education curricula in Taiwan:
1.Educators should deliberate the defects of market-mechanism
and face bravely the poverty of social justices in Taiwan’s
educational reforms.
2.Teachers must transfer personal isolation into community
lives of solidarity to confront unreasonable social practices
and phenomena.
3.Educators should take seriously the implications of critical
pedagogy for teachers praxises, and integrate the ideal of
transformative intellectuals into teacher education curricula.
Keywords: Henry A. Giroux, teachers as transformative
intellectuals, critical pedagogy
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