本文是作者根據自身多年從學校跨界西藏自由運動的實踐經驗，以自我敘說為方法，旨在尋找教師由學校跨界社會運動的路徑和方法。教師跨界社會運動面臨目的與對象、角色期待、場域文化皆不同的困境；教師需要在反思中覺醒，以自我覺察、調適與轉變來克服跨界轉化的難題。我以課程轉化與教學專業搭建連結學校教育與社會教育的橋樑，以多元文化教育為刃跨越學校及西藏自由運動的邊界。由此歸納尋找教師跨界社會運動的路徑和方法：（一）追求實現個人意義，以轉化社會為使命；（二）先具有社會關懷以及公共事務行動的經驗；（三）願意儲備轉化學校及社會的能力並付諸行動；（四）設法搭建連結學校教育與社會教育的橋樑。

 

This study explores the author’s personal journey of crossing from school to social movements through self-narration. Drawing from my years of practical experience spanning schools to the Free Tibet Movement, I aim to identify the pathways and methods for teachers to transition from school settings to social activism. Teachers face challenges in boundary-crossing due to differing goals, audiences, role expectations, and cultural contexts. To overcome these, teachers must awaken through reflection, developing self-awareness, adaptation, and transformation. I propose using curriculum transformation and teaching expertise to build a bridge between school education and social education, employing multicultural education as a tool to navigate the boundary between schools and the Free Tibet Movement.

 

The key findings of this study include:

1. Pursuing personal meaning and adopting social transformation as a mission.

2. Having prior experience in social care and public affairs activism. 

3. Being willing to develop and apply the ability to transform both schools and society.

4. Striving to build connections between school education and social education.

 

Keywords

social movements, Free-Tibet Movement, boundary crossing