整隊與解散：「七年級」散文選集的世代論述

Assembled and Its Disbanding: Generational Discourse in the Prose Anthologies of the“Seventh Grade (Post-1980s)”

選集是文學典律最常見的具體形態，也被認為是一種發聲的管道與認可的機制。作為文學場域中的一種「二手生產」，選集往往在編選過程中受到參與者的意識形態或特定立意的影響。世代，這種用以認識人類群體及其文化特色的分類方式，近來亦已成為文學選本的常見主題。
本文從台灣「七年級」世代及作家的養成與登場談起，再聚焦至散文選本，考察《台灣七年級散文金典》（2011）與《我們這一代：七年級作家》（2016）這兩本散文選集的選輯意圖、選文特色，以及呈現的世代論述及其意義。針對其中的世代論述，本文進一步指出，「七年級」作家雖以這樣的身分被「整隊」登場於文壇，卻未必全然認同以世代劃分對文學創作（者）進行歸類。不少此世代的作家反而帶著質疑的眼光看待世代標籤，甚至議倡將之取消——「解散」自己所屬的這支隊伍。此外，從文學場域與典律運作機制來說，本文雖以「七年級」為探討對象，然其中之所見所論不僅止於此，而是一個廣泛對於新出世代定位的課題。

Anthologies are among the most visible expressions of the literary canon and are often seen as both an occasion for presentation and a mechanism for recognition. As a form of“re-creation”within the literary field, anthologies are often shaped by the ideologies or specific intentions of their compilers during the selection process. Generations, as a classification method for understanding human groups and their cultural characteristics, have recently become a common theme in literary anthology compilation.
This article discusses the emergence and development of writers from Taiwan’s“Seventh Grade”generation (a term referring to those born in the post-1980s era) and examines the editorial intentions, selection criteria, and generational discourse presented in two prose anthologies: The Prose Golden Classic of Post-1980s (2011) and Our Generation: Post-1980s Writers (2016). Responding to the generational discourse in these works, this article points out that although“Seventh Grade”writers are grouped and introduced into the literary scene under this label, they do not fully embrace the classification of literary creation or creators by generation. Instead, many writers of this generation adopt a skeptical perspective toward generational labels, with some even advocating for their abolition. Moreover, from the perspective of the literary field and the canon, although this article focuses on the“Seventh Grade”as its subject of discussion, the observations and arguments presented herein are not confined to this particular generation but rather address the broader issue of positioning emerging generations.