日常生活中的東南亞：「移工與她的老人」作為知識公共化的行動與實踐

Southeast Asia in Everyday Life:“Migrant Workers and Their Older Adults”as Public Engagement and the Practice of Knowledge

本文以東華大學「移工與她的老人」課程為例，探討「社區本位學習」（Community-Based Learning，CBL）取徑如何融入大學通識教育課程的設計與實踐。本課程聚焦於臺灣社會兩群社會邊緣群體──家庭看護移工與其所照顧之長者──以關係性的視角，協助學生重新理解跨國勞動遷移脈絡下的照顧工作、照顧關係及照顧正義的實踐可能，同時培養學生的社會責任意識與公共參與的行動能力。課程採取「垂直整合專題」（Vertically Integrated Programs，VIP）為制度框架，連續運作六個學期，形成跨院、跨科系、跨年級的學習社群。課程以田野工作為方法論和方法，協助學生了解移民工社群的需求、建立互惠的關係，並進一步發展行動方案。根據教學實踐的紀錄和反思，本文闡述與討論大學課堂如何結合社區本位學習與公共社會學理念，將移民工議題從單向的知識學習，轉化為與社區協作的公共實踐，如何在「垂直整合專題課程」的架構下，運用大學提供的資源，設計出支持學生參與、反思與開展行動實踐的學習條件？並嘗試指出其創造的可能與面臨的限制。

This article uses the course“Migrant Workers and Their Older Adults”at National Dong Hwa University as a case study to examine how a Community-Based Learning (CBL) approach can be integrated into the design and practice of general education in higher education. The course focuses on two socially marginalized groups in Taiwanese society—migrant live-in care workers and the older adults they care for. Through a relational perspective, it encourages students to rethink care work and care relationships and to consider how care justice can be practiced in the context of transnational labor migration, while cultivating their sense of social responsibility and capacity for public engagement. The course adopts Vertically Integrated Programs (VIP) as its institutional framework and has been offered continuously for six semesters, forming a learning community that spans colleges, departments, and year levels. Drawing on records of and reflections on this teaching practice, the article discusses how a university classroom can bring together community-based learning and the ideals of public sociology to transform migrantworker issues from a one-directional process of knowledge acquisition into a public practice undertaken in collaboration with the community. It asks how, within the VIP framework, the resources afforded by the university can be mobilized to design learning conditions that support students’participation, reflection, and the development of action; and it seeks to delineate both the possibilities this approach opens up and the limitations it encounters.