自《兒童權利公約》內國法化以來，台灣陸續建立各式兒少參與機制，提供兒少直接參與中央及地方政策決議的機會。過往研究指出，現行機制中成人與兒少間的權力差距，仍使兒少在參與決策時感到重重困境。然而，不同社會階級背景的兒少在這些機制中，是否享有平等的參與機會，卻鮮有研究深入探討。本文以教育部高級中等以下課程審議會為研究案例，透過訪談11 位橫跨兩任期之學生代表，探討課審會學生代表參與課綱制定的現況與過程，深入分析不同社會階級的學生如何解讀自己的處境，並據以研擬倡議策略，以影響會議決策。

 

研究發現，學生代表藉由「回顧過往」與「密集觀察」發展其倡議策略，和課審會所映現的成人主義「討價還價」。本研究也發現倡議策略的社會階級差異。中產階級學生傾向認為，積極的倡議行動將帶來更多發聲機會，因此願意挑戰權威以表達自己的觀點；勞工階級學生則傾向認為，積極的倡議行動可能帶來負面觀感，因此傾向限縮發聲行動來符合成人委員的期望，以維繫信任。其結果為，中產階級學生在參與過程中，發展許多影響會議決策的務實行動，勞工階級學生則受制於成人期待，而自我抑制倡議行動。藉由研究學生對其參與經驗的解讀如何塑造倡議策略，我們可見在參與過程中，學生並非被動接收成人所提供的機會與管道，而是根據自己的情境理解主動協商發聲機會。如此提問取徑，也讓我們得以釐清特定情境中，學生的能動性、社會位置與制度脈絡間的互動。

 

 

This study uses a constructivist grounded theory approach to explore how students advocate for their voices in national curriculum decision-making, focusing on Taiwan’s National K-12 Curriculum Review Committee. Data were collected from 11 current and former student representatives. The findings reveal that students developed ｀acceptance-seeking strategies’ to assert their voices within a space that prioritized adults´ perspectives. Seeking acceptance and aiming to create change, students were constantly evaluating how their voices would be received by teachers and peers. The study highlights class-based variations in students’ advocacy styles, with middle-class students more willing to challenge authority and assert their perspectives, resulting in stronger and more positive responses from adults. In contrast, working-class students may be marginalized due to their reluctance to assert themselves. The study provides a nuanced understanding of student voice

and underscores the critical role of students in shaping their space, knowledge, and confidence in participating in educational decision-making.

 

 

Keywords

student voice, participation, educational decision-making, adultism, social class