以行動者網絡理論檢視嘉義長庚科技大學USR新住民計畫——從國立臺灣博物館文化平權專案的經驗談起

Analyzing the New Immigrant Program of the USR Project at Chang Gung University of Science and Technology through Actor-Network Theory: Insights from the Cultural Equity Project in National Taiwan Museum

本文將採用行動者網絡理論（Actor-Network Theory, ANT）檢視嘉義長庚科技大學（以下簡稱「嘉義長庚科大」）USR計畫中的「多元在嘉與文化融滲：新住民社區深耕計畫」，並將以USR計畫的四項核心目地與同樣以在臺灣東南亞移民工社群為大學社會責任推動主軸的學校盤點異同處，更將進一步以筆者在國立臺灣博物館（以下簡稱「臺博館」）進行的文化平權專案的經驗提出淺見。本文旨在探討大專院校與博物館在當代社會中推動多元文化相互認識的可能性。嘉義長庚科技大學的USR計畫旨在促進醫療現場進行照護服務的教師與學生進入與理解新住民與移工社群，深化社會資源整合與跨文化理解和互動。然而，這些計畫在執行過程中必定會遭遇包括跨文化理解、學生態度和社區與社群資源整合等的挑戰。研究方法包括觀察法及文件分析法，並以行動者網絡理論卻也協助檢視計畫中的幾個節點。首先，USR計畫強調密切的與社區資源結合以及學生確實走入推動計畫的現場，須深入理解新住民的文化主體性和多樣性。其次，這些計畫需充分考慮新住民在社會結構中的位置，避免無意中強化現存的社會與文化階層。與博物館項目的比較分析顯示，博物館在推動文化平權方面具備較多經驗和資源。然而，博物館項目也面臨展覽可近性和新住民持續參與的挑戰。真正的文化平權需超越表面的文化展示，深入挖掘和解決結構性不平等問題。本文將結合筆者在相關講座內容及校方專案計畫執行中累積的觀察，以行動者網絡理論作為思考本理論在教育與文化領域的應用效益，並為教育機構和博物館如何更有效地推動文化平權提供實證基礎和批判視角。

This paper employs Actor-Network Theory (ANT) to examine the ''Cultural Integration and Multicultural Engagement: New Immigrant Community Development Project'' under the USR (University Social Responsibility) initiative at Chang Gung University of Science and Technology in Chiayi. By analyzing the four core objectives of the USR project and comparing them with similar initiatives at other institutions that focus on new immigrants and migrant worker communities as central themes of university social responsibility, this study also integrates insights derived from the author's experiences in cultural equity projects at National Taiwan Museum. This paper explores the potential for universities and museums to promote multicultural understanding in contemporary society collaboratively. The USR project at Chang Gung University of Science and Technology aims to encourage faculty and students in healthcare-related disciplines to engage with and better understand new immigrant and migrant worker communities, thereby fostering social resource integration and enhancing cross-cultural interaction and comprehension. However, implementing such projects inevitably encounters challenges related to cross-cultural understanding, student attitudes, and the integration of community and societal resources. Research methods employed in this study include observation and document analysis, supplemented by ANT, to examine several critical nodes within the project critically. First, the USR project emphasizes close collaboration with community resources and the active participation of students in on-site initiatives. It requires a profound acquaintance with new immigrants' cultural agency and diversity. Second, these projects must fully consider the social positioning of new immigrants within existing structures, ensuring that they do not inadvertently reinforce ongoing social and cultural hierarchies. A comparative analysis of museum-based initiatives reveals that museums often possess more experience and resources for advancing cultural equity. However, museum projects also face challenges, such as ensuring exhibition accessibility and maintaining sustained participation from new immigrants. Genuine cultural equity must go beyond surface-level cultural representation to address and resolve structural inequalities. Drawing on the observations of the university projects, the writer decided to apply ANT to evaluate the practical and theoretical implications of using this framework in educational and cultural contexts. It offers a practical foundation and critical perspective on how academic institutions and museums can more effectively advance cultural equity.