台灣氣候行動中兒少之經驗與協商：世代的觀點

The Experiences and Negotiations of Children Participating in Climate Actions in Taiwan: Perspectives of Generation

氣候變遷對兒少的健康和生命造成直接與間接的巨大威脅。2018年8 月瑞典少女Greta Thunberg 開始靜坐，而後發展成史上最大規模的全球「周五護未來」的氣候罷課運動（Fridays For Future）。過去文獻對兒少發起環境運動之研究有限，本研究從童年社會學的角度，運用「世代」（generation）概念探討兒少在氣候行動中的經驗、詮釋、協商與因應。本研究之資料來自參與觀察2019年在台灣的四波氣候行動，以及訪談19 位發起或參與氣候行動之兒少。
研究發現台灣的第一次氣候罷課行動由高中生在校園發起，學生在校園中有較高的行動決策權，透過與師長的協商與調整，仍得以主導行動之進行；第二次開始，環團介入而將行動場域從校園行動轉向街頭行動，「權威型」環團主導氣候行動之決策，而兒少在公共空間中被邊緣化，失去決策與話語權，然而也有兒少與「夥伴型」環團發展出合作關係。本研究發現台灣兒少在氣候行動之最大阻礙為升學主義中接連不斷的考試壓力，與兒少－成人權力關係的失衡。

Climate change threatens children’s health and life directly and indirectly. Greta Thunberg, a Swedish girl, initiated a climate strike in August 2018, and the strike later developed into an unprecedented global climate movement “Fridays For Future”. Previous studies on Taiwanese children and young people participating in environmental movements are rare. This study uses the concept of “generation” to explore the experiences of young people participating in the climate movements. The data are drawn from interviews with 19 young people who initiated or participated in the climate movements and the participatory observation in four climate movements in Taiwan in 2019. The first youth climate strike movement in Taiwan was initiated by high school students. By negotiations with teachers, they enjoyed relatively sufficient decision-making powers in the processes of the movement. Yet, since the second climate movement, local environmental organizations started to intervene and moved the site of the actions from the campus to the street. While the “authoritarian” environmental organizations took over the power of decision-making, young people were marginalized in the public space. Nevertheless, there were also some “collaborative” environmental organizations built up partnership with the young activists. This study highlights that two major obstacles of the youth participating in climate movements are the pressure of the consecutive examinations due to diplomaism and the imbalance of power in the child-adult interaction.