H. Giroux批判取向的課程美學： 抗拒與轉化對教師教學實踐的啟示

Abstract

This paper intends to voice from the perspective of teachers in the practical field. Especially teachers criticized during the educational reform process in Taiwan have to think deeply and reestablish their own roles and pedagogical practices. Critical-oriented curriculum aesthetics discourses the resistance and transformation of subjects by way of the schooling curriculum, concerns the subjectivity of teachers and students, advocates the possibility of resistance and transformation of the dominated groups and focuses on the micro-dynamic relationships of curriculum. By way of dialectic relationships of conflict and tension, this paper interpreting H. Giroux's critical pedagogy from alternative aesthetic perspectives highlights that resistance is not a negative, but a positive reconstruction capable of transforming conflict and opposition into hope and enthusiasm.Critical-oriented curriculum aesthetics revealing the positive educational cultures is a schooling full of hopes and possibilities, a curriculum aesthetics of empowerment, a curriculum aesthetics enabling teachers and students with critical literacy, a curriculum aesthetics daring to voice and imagine, and a curriculum aesthetics to be a practice of cultural politics.