權力的實驗場域：台灣偏鄉小校轉型為實驗教育學校的困境與治理術分析

The Experimental Field of Power: Analyzing the Dilemmas and Governmentality in the Transformation of Rural Small Schools in Taiwan into Experimental Education Institutions

本研究以法國哲學家Michel Foucault 的權力／知識與治理術理論為基礎，探討台灣偏鄉小校轉型為實驗教育學校的權力運作與治理邏輯。少子化與人口外移導致學生數驟減，偏鄉小校承受廢校壓力，2014 年通過的實驗教育三法成為轉型契機。研究指出，政府藉由建構「小校不利學習」、「需要轉型」的論述，將教育資源分配不均的問題，轉化為個別學校的生存問題，名為賦予學校自主的實驗教育，實則透過評鑑標準與績效指標等治理技術，使學校發展所謂「特色課程」，進入自我規訓的治理狀態；教師則在專業發展與創新要求下，呈現權力與抵抗並存的動態。實驗教育作為一種治理術，其改革論述背後隱含更細緻的權力運作，反映出台灣教育改革中權力與資源分配的矛盾與困境。

This study draws upon Michel Foucault’s theories of power/knowledge and governmentality to examine the dynamics of power and governance underlying the transformation of small rural schools in Taiwan into experimental education institutions. Facing declining student enrollment caused by population outmigration and low birth rates, many rural schools have been threatened with closure. The enactment of the Three-Type Acts of Experimental Education in 2014 provided an opportunity for transformation. The research reveals that the government, by constructing discourses such as“small schools are detrimental to learning”and“transformation is necessary,”shifted the structural issue of unequal educational resource distribution into the survival problem of individual schools. While framed as granting autonomy through experimental education, the reform in practice deployed governance technologies—such as evaluation standards and performance indicators—that compelled schools to develop so-called“specialized curricula”and enter into a state of self-discipline. Teachers, in turn, navigated the tensions between professional development, innovation mandates, and their own forms of resistance. Experimental education thus emerges as a mode of governmentality, wherein reform discourses conceal more intricate operations of power, exposing the contradictions and dilemmas of power and resource distribution in Taiwan’s educational reform.