「互為主體師生關係」的教育學實踐：以東南亞移工自我敘事紀錄片教學為例

The researcher, motivated by personal core concerns and reflections on visual empowerment teaching, participated in a Southeast Asian migrant worker filmmaking teaching project. This project attempted to cross boundaries through self-narrative documentary filming, employing engaged pedagogy theory that integrate critical pedagogy, multicultural education, and feminist theory. The study focuses on the “inter-subjective teacher-student relationship” as its core teaching philosophy. Using a “problem-posing dialogue” teaching method, the instructor listens to the life experiences and stories of migrant worker learners. The research employs a case study approach to collect data, exploring how learning supporters and the learner co-construct videos with non-mainstream consciousness and viewpoints. The participant is an Indonesian female migrant worker sheltered in a resettlement center due to special circumstances. The research conclusions are as follows: First, the teaching process, through continuous and repeated