| Summary: | 碩士 === 國立花蓮教育大學 === 多元文化教育研究所 === 97 === While research on Taiwanese Elementary School Teachers Transfer tends to take “data” at face value, categorizing the reasons for relocations, the current interpretive-oriented study focuses on how teachers experienced and made sense of “transfer.” More importantly this pioneering study examines how teachers’ transfer experiences are shaped by the teacher transfer system itself, as it is interlaced with the larger social structure. Focusing on the lived experiences of six elementary school teachers who were formally engaged in the transfer process, or will continue to apply for transfer, this study finds that central to all these transfer stories is the intent to be with the loved one(s), staying together to get settled and to build a place called “home.” The image of and location for this ideal home are not simple personal preferences. The uneven regional developments brought about these voyages and made urban areas more desirable than the rural areas. Furthermore, delving into the official Teacher Transfer Rules, this study delineates how the rules are grounded in the ideology of heterosexuality and the social system of marriage. I also investigate how transfer points are credited in order to show that the points system is shaped by, as well as shaping, the discourse of what constitutes a good teacher and a good family. Additionally this study concludes that foul play is a part of the transfer game. Not only does the rule make a legitimate space for violations, teachers who participate in the transfer process are engaged in mind game and practice tricks to maximize the opportunity for successful transfer as well. And sometimes even at the expenses of honesty and promise-keeping.
|
|---|
