地方教育如何為鄉村發展增能？兼論美濃如何使其可能

How Local Education Empowers Rural Development: A Case Study of Meinong

鄉村社區如何產生拉力，強化認同並轉化為地方發展的動力？本文以美濃為例呈現「以教育做社區」的潛力。提及美濃，很難不從1990年代的反水庫運動談起，運動期間及後續動員的青年返鄉潮下精彩的社區工作表現，使美濃做為社區營造案例自2000年代後廣受討論，但卻少有文獻從教育在建構地方認同的著力談起，論反美濃水庫運動的社會力起源及去向。教育實踐如何成為推動社區改革、創生另類發展的機制？本文以美濃及其中的龍肚國小為例，於四年間進行參與式觀察，訪談社區及教育工作者、龍肚國小成年校友、農友等，並借用批判式地方本位教育學觀點，檢視美濃的地方教育如何增能地方社會力。在反水庫運動期間，社運的動員與訴求，傳播並實踐了對發展主義、城鄉不均、客家族群邊緣化的批判，及對人與自然共生關係之倡議；在運動告一段落後，地方學校取代社運成為常態的行動平臺，學校與社區公私部門基於彼此的認同與夥伴關係，持續透過兼具批判性與地方意識的教育行動，培力學生鄉土文化認同與農藝身體知識，積極向學生與社區傳遞農的價值，開展人們對鄉村經濟與發展的另類設想。肯認地方的多元物質價值，促成農村文化與農村政治經濟樣態的共變，即象徵與物質的鄉村雙重性之間的對話。

Meinong, a Hakka district of Kaoshiung, became a well-studied case of community-led development following the Meinong Anti-Dam Movement. During and after the movement, Meinong experienced the return of young people, many of whom joined local NGOs and educational institutions. However, few Meinong studies have looked at the effects of education on identity construction, despite its influences on movement agency and status as key mechanisms for boosting local development. This paper describes the author’s four years of Meinong fieldwork, with a focus on interviews with NGO members, educators, adult alumni of Long-du Elementary School, and farmers. The findings suggest that educators who adopted critical pedagogies of place and received support from community partners were more capable of using their agency to facilitate engagement with material and symbolic politics of rurality, and thus empower alternative rural development. Keywords: rural education, place and community identity, critical pedagogies of place, two-ness of rural life, alternative development.