原食力：原住民飲食文化做為食農教育的社會實踐

Indigenous Food Power: Indigenous Food and Foodways as Participatory Action Research of Food and Farming Education

本文以 2012-2018 年推動原住民飲食文化做為食農教育與社會實 踐經驗為主軸。筆者運用慣用語「實力」轉化為同音的「食力」。「原 食力」倡議「做中學」的身體實作與知識實踐，反映了原住民族飲食 文化當中令人不容忽視的面向，亦即知識主體與文化環境生態的內在 結構，而藉由對當代國內外食農教育的概念與經驗的爬梳，進一步介 紹原住民藉由食物與土地和環境所展現出的價值與能動力，不僅呈現 原住民族飲食的在地風土特質，更具體勾勒出從土地到餐桌原住民主 體的位置，及原住民飲食做為食農教育的可見性與行動力。確切的 說，「力」就是飲食產生的力量，原住民主體的力量與行動的力量， 透過原住民飲食文化，本文企圖召喚出主體在土地的身體銘刻經驗， 建構「食」踐的行動位置。具體而言，本文聚焦於當代食農教育的認 識與經驗，同時也強化原住民飲食文化的生態智慧及其「土生土長」 做為食農教育的價值與意義，透過從東華大學校園土地與飲食連結的 小米種植、FATS 團隊的組織發展、阿美織羅部落與春日國小的「食」 踐，人與原本斷裂的土地有了深刻的連結，也凸顯原住民飲食做為食 農教育的指標性意義，衍伸出族群的文化主體性，進而反思參與式行 動研究與在地社會實踐循環推進的意義與可能。

This paper takes an inter-disciplinary approach to examine complex interactions between indigenous knowledge, culinary heritage and the local practice of food and farming education. The discussion of this paper is based on my participatory action research(PAR) on ''Food and Farming Education'' from 2012-2018. In this paper I want to present some examples of millet-growing as intergenerational and cultural learning experiences among indigenous elders and young mostly indigenous students to reinforce the community-university(CU) partnership. It stresses the importance of using cultural knowledge, culinary traditions and local region agricultural resources to develop indigenous culture to exercise and implement their rights to promote indigenous food heritage and bring people back to their lands. Encouraging meaningful participation by all parties, together we explore how farming and food turn into edible heritage and become multiple resources for local economic development. Our initiative emphasizes indigenous people's capacity for adaptability, resilience and restoration of traditional agriculture and food use and production in response to modern conditions. My aim is to enhance the visibility of the roles of the traditional indigenous culture, knowledge and foodways in the wider field of cultural heritage, food and farming education and indigenous studies.