- 學位論文
展演性的博物館：景美人權文化園區課程文本探究
Performing the Museum: Exploring the Curriculum Text of Jing-Mei Human Rights Memorial and Cultural Park
摘要
博物館透過館舍、展示、導覽等元素建構課程文本，與觀眾溝通、提供學習和意義建構的元素。身為當代重要公共社會文化學習機構，紀念博物館如何建構課程文本以實踐人權教育目標，確是值得探究的問題。展演性的博物館強調觀眾的參與和主體性展現，提供觀眾透過感知經驗外在、用生命故事與博物館敘事對話，並提供多元觀看方式的博物館文化，鼓勵跨越專業領域與學科的連結、主動進行機構與制度層面的檢視，以建構開放、多音共存的展演性空間（performative space），邀請觀眾與博物館展開批判的對話，在對話過程中建立對差異的敏銳意識、進而認識他者且重新建構自我認同，並藉此發現個人能動性、進一步成為政治性主體。博物館以展演性建構的課程文本可培養觀眾成為具批判思考、對話和連結能力的良善公民，促展社會公義與人權教育實踐。 援引展演性博物館概念，本研究探討景美人權文化園區課程文本的建構及其社會公義人權教育理念之實踐。研究者主要以參與觀察的方法，多次參訪園區館舍空間和展示，並參與園區團體預約導覽活動，從接受和聆聽導覽對博物館敘事建構另一面向的理解，更在參與的導覽活動中接觸政治受難者親自現身說法與觀眾對談，透過他們的生命故事敘說獲得不一樣的敘事取徑。針對參與觀察中收集到的不同面向資料，透過展示分析、敘事分析的方法，進一步瞭解博物館的空間與展示、導覽、以及政治受難者真實生命故事敘說所建構的博物館課程文本敘事。 研究發現，景美人權文化園區透過博物館課程文本再現真實歷史遺址空間，提供觀眾真實的連結，而政治受難者與觀眾的面對面接觸提供了生動可信的真實學習，並活化觀眾對園區空間、展示與導覽之理解，都是展演性的建構。然，園區的敘事仍有侷限，除呈現受難遭遇，似應進一步反思社會體制壓迫，且政治受難者主體經驗更應被多面向呈現，以致更為開放、周延。至於，景美人權文化園區作為台灣的人權紀念館，其課程文本建構還需要更為深刻的「人權」反思，進一步思索白色恐怖歷史對於台灣人權與民主運動發展的積極定義和位置，肩負協商困難歷史複雜認同的責任，實踐賦權的人權教育使命。
並列摘要
Museums communicate and provide learning resources through the construction of spaces and interpretive processes such as displays and guided tours. These elements constitute the museum narrative. Memorial museums are important social and cultural learning institutions with the goal of promoting human rights education. Thus, the ways in which memorial museums construct narrative and produce learning resources are worth probing. Performative museum pedagogy emphasizes on visitors’ critical participation, and characterizing a dialogic relationship between the museum and its visitors. 5 strategies are provided to construct a performative space within the museum: performing perception, autobiography, museum culture, interdisciplinarity, and performing the institution. Through a performatvie curriculum text, critical learning that encourages dialogue and connected knowing could be constructed within the museum, promoting the value of human rights and social justice. The Jing-Mei Human Rights Memorial and Cultural Park (JMHRMCP) has preserved an important detention site from the period known in Taiwan as the White Terror. Through the lens of performing museum pedagogy, this study sets out to understand the construction of JMHRMCP’s curriculum text as well as its practice in social justice and human rights education. Participant observation and inquiry learning methods were used with focuses on 3 dimensions of the museum curriculum text construction, following by the space and exhibitions, guided tour activities, and the life narratives of the former political prisoners. From the results of this study, JMHRMCP stresses on providing authentic learning in connecting its visitors to the Taiwan White Terror history through the performative space of historical site, and the memory performed via life narratives. However, the museum narrative is found restricted, in which mainly the victimized bodies were presented, while the oppressive structure and society were largely neglected. Different perspectives of the former victims’ life narratives should be weaved into the museum narrative for a more inclusive construction. Furthermore, as a national human rights museum, JMHRMCP should diligently reflect upon the context and democratic implications of the White Terror within a more comprehensive Taiwan history of democratic movement for a deeper insight of human rights. Fostering civic dialogue and serving as a forum for the expression of multiple voices are desirable practices for the JMHRMCP in fulfilling its social responsibility in terms of a empowering human rights education.