臺灣高齡教育與多元文化教育的對話與橋接：從性別出發的交織性觀點

Bridging Multicultural Education and Education for the Aged: Departing from Gender-Intersectional Perspective

我國將於2025年成為超高齡社會，隨著人口組成的快速變遷，目前臺灣高齡教育的內涵足以涵括所有多元的社會文化面向？本研究從性別出發的交織性觀點，結合系統性文獻分析法與文本論述分析，梳理過去高齡教育研究及政策論述發展，讓高齡教育整體知識圖像更清晰，並與多元文化教育理路對話，探究多元文化教育與高齡教育兩領域如何能夠相融相攝。研究發現，臺灣高齡教育政策與實踐都受到WHO（2002）「活躍老化」（active ageing）相當大的影響，然而在轉譯過程卻將「活躍老化」個人化，且其中對文化及性別兩個決定要素的消失、漠視或曲解，以及少有文獻理解早年不平等的經驗如何影響老化與教育，更遑論老化的各種多元其交織面貌，如此高齡同質化的預設可能與高齡教育活動目前施展的瓶頸有關。本研究提供了思量臺灣高齡教育理論與實踐面未來走向的重要參考。

Taiwan will become a super-aged society by 2025. With the rapid demographic change, it is imperative to reflect on the current connotations of education for the aged in Taiwan and reconsider whether it includes diverse social and cultural aspects. This study foregrounds the intersectional perspectives of gender and multiculturalism to review existing research and policy discourses of education for the aged. To engage in more comprehensive knowledge cartographies in the context of education for the aged in Taiwan, this research dialogues with the theories of multicultural education, using systematic literature review and discourse analysis to explore the possibilities for intertwining multicultural education and education for the aged. This study found that the policies and practices of education for the aged in Taiwan are both significantly influenced by the concept of“active ageing”by WHO（2002）. However, existing studies and policies tend to interpret the conception of active ageing from the personal level and elimination/disregard/misinterpretation of culture and gender, which are two critical determinants in the concept of active ageing. Moreover, there is a knowledge gap of exploring how the experiences of inequity in early ages may affect ageing and education to the individual, as well as the missing discussions in terms of diverse and intersectional facets of ageing. With these concerns, this study argues that the assumption of homogenization of ageing may be one of the primary issues that results in current obstacles to effectively practicing education for the aged in Taiwan. This study serves as an important reference for contemplating the future trajectories of both theory and practice in the education of the aged in Taiwan.