| Summary: | 博士 === 國立臺灣師範大學 === 社會教育學系 === 96 === The study is aim to explore ways of knowing of female marriage-immigrants from China who take part in the immigrant educational program launched by Chinese Association for Relief and Ensuing Services in Taipei, and to depict its relationship with positionality. A multi-method design was deployed which includes a participant observation in the classroom and in-depth interviews to a sample of 13 female learners.
The results indicate that four types of ways of knowing are grounded in the learning process: ‘receiving knowing’, ‘negotiating knowing’, ‘problematizing knowing’, and ‘escaping knowing’. These female learners resisted, contested and negotiated with instructors about the subject matters all the time, especially knowledge related to the national identity and gender issues. Furthermore, the positionality of female marriage-immigrant from China has an effect on their meanings of taking part in the program, which affect their ways of knowing in different courses. As Poststructural feminism’s epistemic assumptions, learners’ ways of knowing are not stable frame but fluid, which is mutual construction of knowledge among teacher, peers, learners’ experience and educational settings. Finally, the dissertation concludes by suggesting that the government in general and the non-profit organizations in particular shall collaborate together in advancing the migrant education to meet their rights to learn.
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