文化的傳承與學習：新住民青少年家中視覺文化探看

Cultural Inheritance and Learning: Delving into New Immigrant Adolescents' Home Visual Culture

張弘旻(Hung-Min Chang)

藝術教育 ； 視覺文化 ； 新住民青少年 ； Art Education ； Visual Culture ； New Immigrant Adolescents

臺中教育大學學報：人文藝術類

36卷1期（2022 / 06 / 01）

111 - 131

繁體中文

本研究鑑於教育部與學術界對新住民子女教育之研究愈趨關注，加以新住民子女在家中之原生國文化學習情形亦有待瞭解，故本研究主要在研析新住民家庭母親與青少年生命中重要家中物件之影像及其詮釋，並探討新住民青少年視覺文化接觸與學習經驗對藝術教育的可能啟發與運用。本研究採用視覺研究法與多重個案研究法，透過觀察、影像選擇拍攝、參與者訪談、影像符號閱讀及詮釋來蒐集資料，受訪調者包括新住民家庭中的母親及他們的青少年子女，研究者邀請參與的新住民家庭選取家中對其生活而言具特殊意義或最喜好的重要物件並拍攝紀錄，並就所拍攝影像進行訪談與詮釋，經由觀察、家中日常視覺物件選取拍攝與訪談及其對拍攝影像之詮釋的三個部分相互交叉比對及印證，以探看新住民混融日常視覺文化符碼之內容與詮釋。研究結果顯現東南亞裔母親透過各式形態的日常實踐來進行文化傳承與文化教育，這些做為文化傳承與文化教育的日常視覺文化都助益於新住民青少年對母親原生文化的體認與瞭解。根據上述結果，本研究提出拓展連結學校內與學校外學習資源之藝術教育的重要，期能協助新住民子女提升對雙邊文化的學習與瞭解，以促進發展出含融多元文化的跨領域藝術教育學。

The purpose of this research project is to study the influences of everyday visual culture on Taiwan's new immigrant adolescents' development of cultural identity. Because of the increasing number of cross-nation marriages between Taiwanese males and females of Southeast Asian or mainland Chinese descent, mixed heritage children's development of cultural identity is more complex and challenging. Since developing sophisticated art curricula to help construct students' cultural identity continues to be a leading concern in the field of art education, it is necessary to examine the relationship between new immigrant children's development of cultural identity and their informal learning experiences with visual culture in Taiwan. A diverse range of methods including visual methodologies and multiple case study were utilized. Data were collected from observations, pictorial documentation, audio recorded informal and formal interviews. The participants included mothers and their children who were eleven to eighteen and came from homes of new immigrant families where mothers are from Southeast Asia. The new immigrant families for the study were located in Taipei City, New Taipei City and Hsinchu City. Everyday visual culture constructs didactic alternative spheres through which ideas about ethnic traditions, beliefs and aesthetic sensitivities are taught and learned. New immigrant adolescents' visual culture in the home is a direct source presenting the diversity of culture. Understanding the relationship between new immigrant adolescents' establishment of cultural identity and their experiences with visual culture can improve communication and understanding among multicultural societies and help art educators better develop cross-cultural art pedagogy. The implication of how new immigrant adolescents' learning experiences relate to everyday visual culture can help schools incorporate the rich cultural context provided through new immigrants' hybrid ethnic aesthetic practices will be discussed.

1. 吳瓊洳,蔡明昌(2017)。新住民雙重文化認同與生活適應之研究。嘉大教育研究學刊，39，1-32。
   連結：
2. 張芳全,王坤(2012)。新移民子女與非新移民子女的文化資本 、 閱讀動機與閱讀行為之研究。臺中教育大學學報:教育類，26(1)，55-89。
   連結：
3. 許誌庭,姜添輝(2015)。提升人力資本以強化國際競爭力的新移民子女教育政策之探討。嘉大教育研究學刊，34，25-60。
   連結：
4. 陳毓文(2010)。新住民家庭青少年子女生活適應狀況模式檢測。教育心理學報，42(1)，29-52。
   連結：
5. 廖敦如(2004)。從全球化的視覺文化觀點 — 探討 「 流行文化 」 爲議題之藝術教學。藝術教育研究，7，55-86。
   連結：
6. Appadurai, A.(1986).Introduction:Commodities and the politics of value.The social life of things.Commodities in cultural perspective,Cambridge:
7. Barnard, M.(2001).Approaches to understanding visual culture.New York:Palgrave.
8. Belk, R. W.(1988).Possessions and the extended self.The Journal of Consumer Research,15(2),139-168.
9. Bourdieu, P.(1989).Social space and symbolic power.Sociological Theory,7(1),14-25.
10. Bourdieu, P.(1990).The logic of practice.Stanford:Stanford University Press.
11. Chang, H.(2011).Ann Arbor,Northern Illinois University.
12. Csikszentmihalyi, M.,Rochberg - Halton, E.(1981).The meaning of things: Domestic symbols and the self.New York:Cambridge University Press.
13. Duncum, P.(2001).Visual culture:Developments, definitions, and directions for art education.Studies in Art Education,42(2),101-112.
14. Edensor, T.(2002).National identity, popular culture and everyday life.Oxford:Berg.
15. Emmison, M.,Smith, P.(2000).Researching the visual.London:Sage.
16. Erikson, E. H.(1968).Identity, youth, and crisis.New York:Norton.
17. Freedman, K.(2003).Teaching visual culture:Curriculum, aesthetics, and the social life of art.New York:Teachers College Press.
18. Freedman, K.(2000).Social perspectives on art education in the U. S.: Teaching visual culture in a democracy.Studies in Art Education,41(4),314-329.
19. Freedman, K.,Stuhr, P.(2004).Curriculum change for the 21st century:Visual culture in art education.Handbook of research and policy in art education,Mahwah, NJ:
20. Freedman, K.,Wood, J.(1999).Reconsidering critical response:Student judgments of purpose, interpretation, and relationships in visual culture.Studies in Art Education,40(2),128-142.
21. Gay, G.(1985).Implication for selected model of ethnic identity development for educations.Journal of Negro Educations,54(1),43-55.
22. Gay, G.(2000).Culturally responsive teaching: Theory, research, and practice.New York:Teachers College Press.
23. Goopy, S. E.,Lloyd, D.(2005).Documenting the human condition in everyday culture: Finding a partnership between ethnography and photo - documentary.International Journal of the Humanities,3(5),34-38.
24. Grauer, K.(2003).Teenagers and their bedrooms.Visual Arts Research,28(2),86-93.
25. Halle, D.(1993).Inside culture:Art and class in the American home.Chicago:University of Chicago Press.
26. Hancock, D. R.,Algozzine, B.(2006).Doing case study research:A practical guide for beginning researchers.New York:Teachers College, Columbia University.
27. Hecht, A.(2001).Home sweet home:Tangible memories of an uprooted childhood.Home possessions:Material culture behind closed door,Oxford:
28. Jenks, C.(1995).Visual culture.New York, NY:Routledge.
29. Mason, R.,Gearon, L.,Valkanova, Y.(2006).A systematic review of the contribution of art education to cultural learning in learners aged 5-16.London:EPPI - Center, Social Science research Unit, Institute of Education, University of London.
30. Miller, D.(2001).Possessions.Home possessions:Material culture behind closed door,Oxford:
31. Miller, D.(Ed.)(2001).Home possessions:Material culture behind closed door.Oxford:Berg.
32. Mirzoeff, N.(Ed.)(1998).The visual culture reader.New York:Routledge.
33. Murray, S.(2008).Digital images, photo - sharing, and our shifting notions of everyday aesthetics.Journal of Visual Culture,7(2),147-163.
34. Phinney, J. S.(1989).Stage of ethnic identity development in minority group adolescents.Journal of Early Adolescence,9,34-49.
35. Pink, S.(2004).Home truths:Gender, domestic objects and everyday life.New York, NY:Berg.
36. Pink, S.(2001).Doing visual ethnography:Images, media and representation in research.Thousand Oaks, CA:Sage.
37. Portes, A.,Rumbaut, R. G.(2001).Legacies:The story of the immigrant second generation.New York, NY:University of California Press.
38. Robson, C.(2002).Real world research:A resource for social scientists and practitioner researchers.Malden, MA:Blackwell.
39. Rochberg - Halton, E.(1984).Object relations, role models, and cultivation of the self.Environment and Behavior,16(3),335-368.
40. Root, M. P. P.(2001).Factors influencing the variation in racial and ethnic identity of mixed heritage persons of Asian ancestry.The sum of our parts:Mixed - heritage Asian Americans,Philadelphia:
41. Rose, G.(2001).Visual methodologies.London:Sage Populations.
42. Rotheram, D. A.(1987).Ethnic identity development in adolescences.Children's ethnic socialization:Pluralism and development,Newbury Park, CA:
43. Smith - Hefner, N. J.(1999).Khmer American:Identity and moral education in a diasporic community.Los Angeles, CA:University of California Press.
44. Stake, R.(2006).Multiple case study analysis.New York, NY:The Guilford Press.
45. Standen, B.(1996).Without a template:The biracial Korean / White experience.The multiracial experience:Racial borders as the new frontier,Thousand Oaks, CA:
46. Stankiewicz, M. A.(2000).Discipline and the future of art education.Studies in Art Education,41(4),301-313.
47. Stepick, A.,Stepick, D.,Eugene, E.,Teed, D.,Labissiere, Y.(2001).Shifting identities and intergenerational conflicts:Growing up Haitian in Miami.Ethnicities:Children of immigrants in America,Los Angeles, CA:
48. Sturken, M.,Cartwright, L.(2009).Practices of looking:An introduction to visual culture.New York:Oxford University Press.
49. Suárez - Orozco, C.,Suárez - Orozco, M. M.(2001).Children of immigration.Cambridge, MA:Harvard University Press.
50. Tavin, K.(2003).Wrestling with Angels, Searching for Ghosts:Toward a Critical Pedagogy of Visual Culture.Studies in Art Education,44(3),197-213.
51. Thornton, M. C.(1996).Hidden agendas, identity theories, and multiracial people.The multiracial experience:Racial borders as the new frontier,Thousand Oaks:
52. Wallendorf, M.,Arnould, E. J.(1988)." My favorite things ":A cross - cultural inquiry into object attachment, possessiveness, and social linkage.The Journal of Consumer Research,14(4),531-547.
53. 吳清山(2004)。外籍新娘子女教育問題及其因應策略。師友，441，6-12。
54. 林彩釉 （編）(2012).多元文化教育:新移民的原生文化與在地適應.臺北市:五南.
55. 袁汝儀(1996)。生活藝術教育雛論。通識教育季刊，3(4)，61-79。
56. 康諾頓, Paul,納日碧力戈（譯）(2000).社會如何記憶.上海:人民出版社.
57. 張芳全(2017).新移民子女教育的實證.臺北市:五南圖書出版股份有限公司.
58. 教育部 (2021) 。 各級學校新住民子女就學概況 。 2021 年 7 月 2 日, 取自:https://stats.moe.gov.tw/files/analysis/108_son_of_foreign_ana.pdf
59. 郭禎祥(1994)。多元文化觀與藝術教育。師大學報，39，545-582。
60. 郭禎祥,趙惠玲(2002)。視覺文化與藝術教育。藝術與人文教育，臺北市:
61. 陳俊毓(2005)。開啟新台灣之子的未來。屏縣教育，22，8-13。
62. 陳秋瑾(2000)。國民教育階段 「 藝術與人文 」 領域的思考。現代教育論壇 「 藝術與人文 」 研討會論文集
63. 陳瓊花(2003)。視覺文化的品鑑。第四屆海峽兩岸美術教育交流會論文集，香港:
64. 陳瓊花(2005)。視覺文化藝術教育之特質與 「 藝術與人文課程 」 內涵之建構。教育研究月刊，130，111-118。
65. 馮涵棣(2008)。越南媽媽.臺灣仔臺越跨國婚姻家庭幼兒社會化之初探。臺灣人類學刊，6(2)，47-88。
66. 黃壬來(2002)。全球趨勢與台灣藝術教育的改革。藝術與人文教育，台北市:
67. 黃富順(2006)。新住民及其子女的教育問題與輔導。成人及終身教育，13，29-35。
68. 趙惠玲(2004).視覺文化與藝術教育.台北市:師大書苑.
69. 蔡榮貴,黃月純(2004)。外籍配偶子女教育問題與因應策略。台灣教育，625，32-37。