當地方本位教育課程遇上企業慈善計畫－以花蓮縣豐南村Pakalongay解說員培訓課程為例

本研究長期觀察「花蓮縣豐南村Pakalongay解說員培訓課程」2015-2018年課程核心價值及操作的轉變。該課程緣起2012年東華大學協力團隊與在地居民合作討論下，以里山倡議三摺法中「傳承在地傳統知識與智慧」主軸作延伸，在地社區長輩為講師，教導Pakalongay階級青少年傳統知識，教學場域橫跨吉哈拉艾文化景觀至吉拉米代部落，課程內容視當週社區的日常農務、傳統文化活動、環境議題來設定。課程持續至2016年6月與中國信託慈善基金會合作，轉藉「臺灣夢兒少社區陪伴扎根計畫」經費支持和引導。本研究利用質性研究方法，透過文獻整理、參與觀察、深度訪談計畫中相關權益關係人等資料蒐集方式。研究結果以權益關係人分析與協同規劃理論概念架構整理而出，研究發現「在地知識與計畫培力專家對話過程」在初期合作階段計畫課程安全性、人數達標指標限制，導致在地環境教育課程無法進行，磨合與調適期到第二年的續案，漸漸形成另一個臺灣夢課程為名之操作模式；「夥伴關係建立信任與溝通過程」在臺灣夢計畫當中分成社區內部與外部連結，社區內重要操作與引導者從昔日的社區講師群與協力團隊，轉為社區計畫專案人員與學員，在外的夥伴關係建立比昔日多更多權益關係人互動；「行動資源的運用與找尋課程初衷過程」課程轉以陪伴為主、地方本位環境教育為輔，在課程規劃方面將在地課程搭配臺灣夢計畫的帶狀系統創新，從昔日的Pakalongay課程到現今的臺灣夢課程皆建立在以在地為出發點，過程中仍需建立部落內認同與凝聚力、多方連結課程資源找回初衷。

關鍵字

地方本位教育；社區培力；企業慈善計畫；權益關係人

並列摘要

This study has long observed the change in the core values and operations of the course in the ＂Pakalongay Interpreter Training Course in Fengnan Village, Hualien County＂ from 2015 to 2018. The course originated from the cooperation between the collaborative team of Donghua University and the local residents in 2012. It was established on and expanded from one of the three-fold approach of the Satoyama Initiative, which is to consolidate and secure the local traditional belief and wisdom. The elders in the local community give lectures to the Amis Pakalongay-class youths on traditional knowledge, which takes place from the Chihalaay Cultural Landscape to the whole village. The course content is set according to the daily practices of the community including farming, traditional cultural activities, environmental issues. Yet in June 2016 the Pakalongay Course started the cooperation with the CTBC Charity Foundation, which was guided and funded under its ＂Taiwan Dreams and Children's Community Accompanied by the Roots Project＂. This study employs qualitative research methods through literature review, field observation records and in-depth interviews with stakeholders of the project. The findings include three parts: (1) ＂Interaction between local knowledge and planning and training experts knowledge＂: The interaction was limited during the initial stage of cooperation due to safety issues and number of participants, which led to the inability to conduct local environmental education courses. The break-in and adjustment period continued until the second year, as a new way of operation gradually formed under the name of Taiwan Dream. (2)＂Partnership building, trust and communication＂: The actors of operation and guide in the community were swifted from elder lecturers and collaborative team to project coordinators and course participants, meanwhile building more partnerships with different stakeholders externally. (3) ＂The use of action resources and finding the original intention for the course＂: Companionship becomes the priority, and the environmental education is regarded as an assistance. Both take place-based education as the starting point, while the courses of Taiwan Dream Project apply more innovation. Yet it requires more efforts to build local recognition and cohesiveness, as well as multi-connected curriculum resources to find the original intention.

並列關鍵字

Place-Based Education ； Community empowerment ； Corporate philanthropy program ； stakeholder analysis

參考文獻

Kudryavtsev, A., Stedman, R. C. & Krasny, M. E. (2012). Sense of place in environmental education. Environmental Education Research 18(2), 229-250.

Chaskin, R. J., Venkatesh, S. & Vidal, A. (2001). Building Community Capacity-A Definitional Framework and Case Studies from a Comprehensive Community Initiative. Urban Affairs Review, 36 (3), 291-323.

Craig, G. (2007). Community capacity-building: something old, something new? Critical Social Policy, 27(3), 335-359.

Gustafson, P. (2001). Meaning of place: Everyday experience and theoretical conceptualizations. Journal of Environmental Psychology, 21(1), 5-16.

Healey, P. (1997). Collaborative planning: Shaping places in fragmented societies. London: Macmillan.

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當地方本位教育課程遇上企業慈善計畫－以花蓮縣豐南村Pakalongay解說員培訓課程為例

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