地方知識如何長出來：桃園大溪跨世代青年網絡形塑之學習地景研究

How Local Knowledge Grows：A Study on the Learning Landscape of the Formation of Intergenerational Youth Network in Daxi, Taoyuan

黃慧勤(Hui-Chin Huang)

指導教授 ： 張聖琳

國立臺灣大學/工學院/建築與城鄉研究所/博士(2022年)

https://doi.org/10.6342/NTU202200587

摘要

台灣自1990年代以來，「地方」、「鄉村」逐漸成為各方資源及政策的對象。除了政治本土化的因素之外，也在於全球化與現代化的衝擊正威脅著鄉村原有的運作；既有鄉村的地方知識系統，已不足以維繫自身的永續。青壯人口外流、傳統產業沒落、農村人力斷層…等課題成為台灣鄉村共有的危機。此後二十多年間，各種鄉村發展有關的政策及資源陸續成形，「青年人口返鄉」也成了所有鄉村的共識策略。而本研究想探討的問題是，究竟何種意義的「返鄉」才是鄉村需要的返鄉?
本文為行動研究，以桃園大溪為基地，我將返鄉十年進行的三階段學習行動作為研究核心。在空間向度，以地方導向的課程創新實驗觀察分析青少年學習地景的網絡關係；在時間向度，觀察為期十年的學習地景是否對青年返鄉產生影響。
如果只是物質層面意義上的提供「就業機會」讓青年返鄉，並不能真正引起鄉村的再生行動，因為返鄉工作的青年可能是帶著現代化、城市化的期待回鄉，而不是去反思這個過程。故，我透過研究大溪教育社群網絡的地方知識形成過程，以及自身參與的大溪挖哇wow的地方知識建構與行動的歷程。我認為看待返鄉價值的關鍵在於：青年能否帶著專業知識及對鄉村的反思與遠見，回到地方？透過其實踐的認識論、方法論及行動論，逐步將個人知識、理念與地方原本的知識系統進行辯證、對話及機制轉化，讓理念逐漸萌芽成為在地方社會中具有一席主體性的知識力量。
除此之外，也透過研究不同類型的大溪返鄉青年，試圖提出，青年返鄉的「返」未必是人一定要回鄉就業。在城鄉流動及網路互聯的時代，青年們其實能透過跨區域/跨虛實的行動網絡機制聯繫彼此，並在不同的時空中各盡其力來參與鄉村行動。換言之，「返鄉」的意義已不再是戶籍或是居住地的概念，而在於人們因理念或網絡關係彼此牽絆，並透過彼此建構出的地方知識持續為鄉村注入能應變時代發展的動能。

關鍵字

學習地景 ； 地方認同 ； 地方知識 ； 學習主體性 ； 城鄉流動 ； 社群網絡 ； 知識場域

並列摘要

Since the 1990s in Taiwan, "local" and "country" have gradually become the targets of various resources and policies. In addition to the factors of political localization, the impact of globalization and modernization is threatening the original operation of the countryside; the existing local knowledge system of the countryside is no longer sufficient to maintain its own sustainability. Issues such as the exodus of young people, the decline of traditional industries, and the failure of rural human resources have become a common crisis in Taiwan's rural areas. In the following two decades, various policies and resources related to rural development have been formed one after another. The question of this study is, what kind of "returning "is the return to the hometown that countryside needs?
This article is an action research in Daxi, Taoyuan. I take the two-stage learning action carried out in ten years after returning home as the core of the research. From the spatial dimension, a place-oriented curriculum innovation experiment is used to observe and analyze the network relationship of young people's learning landscape. In the time dimension, observe whether the ten-year learning landscape has an impact on the return of young people.
If only providing "employment opportunities" to allow young people to return to their hometowns, it cannot really lead to rural regeneration actions. Because young people who return to work may be returning home with the expectation of modernization and urbanization, rather than reflecting on this process. Therefore, Istudy the process of local knowledge formation in the Daxi education community network, and the process of local knowledge construction in Daxi digging program which I participated in myself. I think the key to the value of returning home is whether young people can return to the local place with professional knowledge and reflection and vision of the countryside? Through practical methodology and action theory, gradually integrate personal knowledge, ideas and local knowledge systems. Dialectics, dialogue and institutional transformation allow ideas to gradually sprout and become an intellectual force with a subject in local society.
In addition, through the study of different types of Daxi returning youths, I tried to propose that the "returning" of youths returning to their hometowns may not necessarily mean that people must return to their hometowns for employment. In the era of urban-rural mobility and Internet, young people can actually connect with each other through the cross-regional/cross-virtual-real action network mechanism. They also can do their best to participate in rural actions in different time and space.
In other words, the meaning of “returning to the hometown” is no longer the concept of household registration or residence. It is meaningful that people are entangled with each other due to ideas or network relationships, and through the local knowledge constructed by each other, they continue to inject momentum into the countryside to adapt to the development of the times.

並列關鍵字

learning landscape ； local identity ； local knowledge ； learning subjectivity ； urban-rural migration ； social network ； knowledge field

參考文獻

英文參考書目

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Center for Educational Research and Innovation (2008), Innovating to Learn, Learning to Innovate. Paris: OECD Publishing, DOI:http://dx.doi.org/10.1787/9789264047983-en

Elliott,J.(1991).Action research for educational change. Milton Keynes: Open University Press.