我是一名來自印度尼西亞（簡稱印尼）的大學語言教育老師，從業已有十六年多了。跨境之旅是從我來台灣讀博士開始的。我沒有預見跨境對我的影響，也沒有意識到它的豐富含義，直到我將其納入我的博士研究視野。
對我來說，在台灣讀博士、打工三年，就像生活在邊境。這樣的邊界處境讓我意識到我無法理解其他人的生活狀況、以及與文化政治氛圍有關的所有挑戰。我想回答有關為什麼我作為一名語言教育的老師，卻不了解台灣和我的母國印度尼西亞之間存在著甚麼關聯性的社會性問題。這項研究揭示如何將線性的知識和知識區隔這一有爭議的問題，理解為語言教育的局限性。
本研究企圖透過越界移工的敘事探究發展批判語言教育。研究者使用敘事探究來揭示一個人如何對國家發展、越境移工處境和和社會狀況中存在的問題達成批判性理解的覺醒過程。它有助於在不確定的時代，通過人們深入的對話，對過去和當前的經歷獲得更完整的理解。為充滿挑戰的生活和多重身份條件下共存的自我和他者賦予意義。在個人與家庭、文化、社會和政治條件的依存關係中，我們與他者共同生活，我們成為他者。社會區隔和知識隔離的現狀是實現覺醒教育所要面對的主要問題。作為一名語言教師，以前的教學知識足以傳遞信息，而不涉及社會條件和生活背景。作為一名教師研究者，我期待發展一種教學法，讓這些知識很容易在教師和學生的日常生活實踐中找到，並對教育過程產生影響，而有批判性的認識。本研究指出，批判語言教學的視角可以提供另類教育，應用於課堂與日常實踐中，呈現跨境移工的全球化處境與課題，提供學生如何批判性分析跨境生活的全球化處境的選擇。本研究期待協助職前教師了解他們的生活世界和語言教育的賦權經驗。

關鍵詞：跨境、越界教育、批判語言教育、敘事探究、英語教師、語言教育、階級區隔、社會問題、知識區隔、賦權教育、解殖教育、多元文化教育、移工、全球化教育

I am a college language teacher from Indonesia who have already being a practitioner for more than sixteen years. The journey of border crossing began from the time I came to Taiwan for doctoral study. I did not anticipate the impact of border crossing on me and did not relaize the rich meanings of it until I bring it into the horizon of research to my doctoral study.
To me, three-years studying as doctoral student and being a part-time migrant worker in Taiwan is like living in borderland. It made me realize that I could not understand the whole life conditions and challenges related to cultural and political atmosphere of the others. I am on my journey in the answering questions related to why I, a language teacher, did not understand the closest social issues which exist in my surroundings both in Taiwan and in my home country, Indonesia. The main concern of this study is to uncovered how the controversial issues of linearity and knowledge segregation understood as the limitation of language education.
This research underscores the combination and immediacy both crossing border and critical literacy pedagogy through narrative inquiry. Narrative inquiry used by the researcher in revealing the awakening process on how one individual can reach the critical understanding towards the issues exist in the surrounding and social condition both in home country and borderland. It helped on reaching the whole understanding and making meaning towards the past as well as current experiences through in-depth conversation and dialogue during times of uncertainty. Making meaning towards selfness and otherness which co-exist in such challenging life and mulptiple identity conditions. Living as an individual which co-exist with the family, cultural, social and political condition let to place ourselves into the otherness. Social and knowledge segregation based condition are being the main problem on reaching the awakening pedagogy. Understandings that the previous knowledge as a language teacher just enough for a transferring information without touching the social condition and life background which can be easily found in the teacher’s and students’ everyday life practices and gave impacts towards the educational processes. This research findings suggest that the alternative education through the lense of critical literacy could be applied in classroom daily practices in presenting the global topics of borderland. Providing the choices on how students could be critically analyze the global situation of living in border crossing. It is expected to help pre-service teachers to develop an understanding of their lifeworld and experiences of literacy of empowerment.

Keywords: Border Crossings, Border Pedagogy, Critical Literacy, Narrative Inquiry, English Teacher, Language Education, Class Distinction, Social Issues, Knowledge Segregation, Empowering Education, Decolonial Pedagogy, Multicultural Education, Migrant Workers, Global Education.

CHAPTER ONE INTRODUCTION 1
Confussion to Questions 1
CHAPTER TWO PROCESS OF REACHING 7
Redefining the Understandings of Literacy, Pedagogy and the Politics of Difference which Embedded in Border Crossing 7
The Whole Framework of the Understandings 36
CHAPTER THREE NARRATIVE INQUIRY FOUND ME 41
Narrative Inquiry Found Me 41
The Dialogue 46
CHAPTER FOUR MAKING MEANING TOWARDS SELFNESS 49
AS AN ENGLISH TEACHER 49
Undergraduate Journey in English Education Department 49
English Non-Permanent Teacher in Elementary School 50
Pursuing Post-Graduate in English Education Department 51
University English Teacher 52
The Whole Picture as an English Teacher in Indonesia 55
CHAPTER FIVE MIGRATION TRAJECTORY AND LIVING 59
IN BORDER CROSSINGS 59
Migration Trajectory 59
I and Surya: Scope of Life in Madiun 64
Childhood Life Span on Schooling in Madiun 65
After 9 Years Schooling Basis & Adulthood Before Migration to Taiwan 71
Living in Border Crossing: I am Both Student and Part Time Worker in Taiwan 78
Living in Border Crossing: Surya is a Migrant Worker in Taiwan 83
CHAPTER SIX ALTERATION OF ME: RE-DEFINING BORDER CROSSINGS AND PEDAGOGY 89
Cognizant of Class Matters 90
Turning Point: Difference but Similar 95
Class Matter in Other Daily Practices 96
CHAPTER SEVEN CRITICAL LITERACY PEDAGOGY ENCOUNTERING: RE-THINKING HOPES AND POSSIBILITIES 103
I am a Teacher and Researcher: Oppression Meaning 103
Dialogical Inquiries: Re-thinking Hopes and Possibilities 104
Re-conceptualizing the Alternative 116
CHAPTER EIGHT THE REFLECTIONS 129
Research’s Limitations 129
Research’s Contributions 130
Research’s Implications 132
REFERENCES 137
APPENDICES 151

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