In order to promote cross-cultural understanding and enhance multicultural sensitivities, the author and a lecturer offered two courses - ＂Traveling across Cultures: Learning with Immigrant Brides＂ and ＂Experiencing Cultures and Marriages of Different Countries: Learning with Local People＂ - in Kaohsiung Hsin-hsing Community University during the second half of 2002. These courses were designed and taught according to an action research method. 10 local women and 13 foreign brides enrolled, and group discussion, role-playing, video viewing, and free drawing were used to facilitate participants' learning. The course contents included: issues regarding the understanding of cultural differences, getting lost in different languages, life experiences in the motherland, exploration of the Kaohsiung community, and interethnic-marriage related rules and regulations. This study analyzed and discussed the author's teaching experiences in the two courses. Four core issues of any educational program for interethnic-marriage immigrants in Taiwan were raised: First, it is necessary to understand these immigrants' characteristics and learning needs within the broader social context. Second, the target population for ＂immigrant education＂ should not include only immigrants. Third, all curricula and methods of instruction should be culturally relevant. Fourth, educators should have a certain degree of cultural literacy, that is, be able to appreciate and respect cultural diversities and differences.
本研究目的在探討校園中的已婚女性代課教師是如何成為教育界的勞動後備軍。因婚育因素而中斷就業，選擇了可以兼顧家庭的短期代課工作，是父權文化規範對已婚女性所形成的生涯結構限制。本文的分析從受訪者選擇代課工作的動機及其就業管道開始談起，而後探討這一群受訪的已婚代課教師之職場工作經驗，並且試圖將這些經驗與代課教師之職場位置和「教學女性化」之趨勢作連結。本研究也同時比較分析了短期代課教師與長期代課教師這些教育界的勞動後備軍，她們的人力資本、獲得工作機會與職場經驗等之差異。
