研究者基於「視教學即社會實踐、視課堂即轉化與發展現場」的認識，選擇立於相對邊緣位置，發展主體性建構的教學實踐，使用批判實踐取向的敘說與對話作為方法撐出研究生的主體性開展空間，本文整理從實踐歷程生產出關於「敘說」、「故事」、「行動」、「反思」、「對話」等關鍵知識的分辨，最後從目前已達到的基礎再作修正，為能在教/學情境中涵容更多社會差異以豐厚反思對話的條件，擬再前進社區發展協同行動方案。

Viewing teaching as social praxis and classroom as the place of reform and development, I, the instructor and the action researcher, made a reflective narrative inquiry on my teaching praxis of subjectivity construction for “others” (students with marginalized experience) in the past decade. Students’ predicaments and the context of my action were described. The students indeed unfold their subjectivity by applying the methods of “critical-praxis orientation narrative text writing” and “dialogue in diverse frame-of-seeing”. Knowledge produced from praxis are extracted especially on the profound meaning of “narrative” and “story” and how they are related with “action”. Furthermore, how “reflexivity” plays a critical role in the narrative writing is addressed, and the effect of “dialogue in diverse frame-of-seeing” and how it is operated are illustrated. To promote sttudents’ reflective thinking and to facilitate their social praxis, “a movable classroom” to generate interactions with communities of social diversity would be designed in the next instructional plan.