金門縣鄉僑之原鄉認同與教育投資：
以金籍東南亞鄉僑對金門捐資興學為例(1915-2012)

金門，早年因土壤貧瘠、謀生不易，先民懷著出洋夢下南洋。故金僑分佈東南亞各地，金門自古有『僑鄉』之稱。金門，過去有「海濱鄒魯」之譽，二十世紀初期，僑匯興學，對金門現代化有深遠影響，二十世紀末起，則積極發展高等教育。本文以1915-2012年為研究期間，並以1949-1992年金門實施軍事管治作為分水嶺，探討1915-1949年、1992-2012年，前、後兩階段之金門東南亞鄉僑對金門的原鄉認同與教育投資。 1915-1949年，『落番』的金門人，金門係其血緣上的家，在家族主義基礎上，打工掙得僑匯有養家的義務，成功者，更以捐資教育作為一種衣錦還鄉的象徵。 1992-2012年，分離半世紀的東南亞鄉僑，因當年局勢所迫，身分上已歸屬東南亞各國，基於地緣認同、文化認同，響應金門縣發展高等教育訴求，以捐款設置講座、獎學金、校務基金等來回應。分析1915-2012年，近百年的金僑捐資興學史，不同期間的金僑對金門的認同已有轉變，1949年以前，捐資興學係源自家族主義的義務；1992年則係對金門這父祖之邦的地緣認同、文化認同。金門發展「大學島」，鼓勵僑資興學，若能回應老僑凋零與新僑認同的議題，在全球化vs.在地化的視角下，佐以「跨國主義」的檢視，應能獲得廣大深遠的回應。

關鍵字

僑鄉；金門；捐資興學；認同

並列摘要

Kinmen, long time ago, was a place with barren lands where making a living is not easy, so its people were forced to leave their hometown to search for opportunities overseas. Since then, there have been many emigrants and their offspring spread across Southeast Asia. And now, Kinmen is a well-known emigration region. At the beginning of the 20th century, many Kinmen emigrants had contributed to education at their hometown, and that help Kinmen’s modernization. Since the end of the 20th century, Kinmen emigrants have been actively engaged in launching higher education. This study is to explore the hometown recognition and education donation of Kinmen emigrants at Southeast Asia at the period between 1915-1949 and 1992-2012, the period of 1949 through 1992 executing martial law as a watershed. Between 1915 and 1949, it is the sense of domesticism that had driven affluent Kinmen emigrants not only sending remittances to families back home but also with an economically favorable position to make contributions to the development of their hometown. During the 1950s, many Kinmen emigrants at Southeast Asia were forced to change their nationality to their migrated countries. Those Kinmen emigrants, based on geological and cultural recognition, have donated to give lectures, scholarships and campus fund as responses to Kinmen County Government’s policy to develop higher education. Between 1915 and 2012, this near-centennial history of Kinmen emigrants contributing to education, the hometown recognitions have changed from time to time. The sense of domesticism drove older Kinmen emigrants contributing to education before 1949. The recognition of homeland and culture inspires new Kinmen emigrants contributing to education after 1992. It is important to respond to the loss of older Kinmen emigrants and the level of hometown recognition among new emigrants not only based on a globalization vs. localization perspective but also with a sense of transnationalism. This will help Kinmen developing towards a college island and carrying out fundraising among its emigrants.