景美人權文化園區的導覽敘事與人權教育初探

Study on the Narrative Structure and Human Rights Education of the Jing-Mei Human Rights Memorial and Cultural Park

10.6686/MuseQ.201407_28(3).0006

陳齊奐(Qi-Huan Tan)

景美人權文化園區 ； 導覽敘事 ； 政治受難者生命敘說 ； 人權教育 ； Jing-Mei Human Rights Memorial and Cultural Park ； narratives of guided-tour ； life narratives of political-persecution victims ； human rights education

博物館學季刊

28卷3期（2014 / 07 / 01）

87 - 110

繁體中文

博物館透過館舍、展示、導覽等元素建構敘事，並與觀眾溝通、提供學習和意義建構的元素。身為當代重要的公共社會文化學習機構，人權博物館如何建構敘事、提供觀眾學習建構元素，以達至人權教育的目標，確是值得探究的問題。景美人權文化園區的歷史遺址承載臺灣白色恐怖期間的困難歷史記憶，是見證人權與民主發展的珍貴學習場域。因此，本文從園區的導覽活動與政治受難者的對談出發，透過研究者參與觀察與學習探究，探討景美人權文化園區的博物館敘事建構，及其社會公義人權教育理念之實踐。研究發現，園區導覽藉由歷史遺址的真實感，激發觀眾的感知作為體驗媒介，提供觀眾建構真實的身體經驗，以認識並連結歷史；然而導覽過程中有限的提問技巧，加上敘事文本側重對於白色恐怖受難身體的呈現，忽略對當時的社會和專制體制的探討與反省，使其所能引發的人權學習意涵有限。而導覽中邀請政治受難者現身說法與觀眾進行的對談，真人生命故事敘說不僅刻劃白色恐怖的時代背景，呈現迫害的多種樣貌，更展現受難個體的能動性，提供觀眾反思歷史的多元視角。因此，本文建議園區善用於歷史空間及展示中融合受難者口述內容，反思白色恐怖的歷史脈絡與民主意涵，進一步深化導覽內容，並致力營造多元發聲的交流平臺，引領並與觀眾展開對話學習，以落實賦權的人權教育。

Museums communicate and provide learning resources through the construction of spaces and interpretive processes such as displays and guided tours. These elements constitute the museum narrative. Memorial museums are important social and cultural learning institutions with the goal of promoting human rights education. Thus, the ways in which memorial museums construct narrative and produce learning resources are worth probing. The Jing- Mei Human Rights Memorial and Cultural Park (JMHRMCP) has preserved an important detention site from the period known in Taiwan as the White Terror. To understand how the JMHRMCP fulfills its goals of human rights education, participant observation and inquiry learning methods were used with focuses on guided tour activities and life narratives of former political prisoners. From the results of this study, JMHRMCP guided tours stress viewers' perceptions in constructing the visitor experience and providing the opportunity to learn from the past. However, the learning of human rights was restricted due to limited question-probing skills, overemphasis on the victims, and the neglect of social and institutional contexts of history. The life narratives of political prisoners provided alternative voices, filled the gap in terms of social and institutional contexts, and revealed the power of individuals in an oppressive structure. The findings of this study suggest that the JMHRMCP make better use of the heritage site and integrate the life narratives of the political prisoners into the museum's displays, to diligently reflect upon the context and democratic implications of the White Terror and to deepen the narrative structure of guided tours. Fostering civic dialogue and serving as a forum for the expression of multiple voices are desirable practices for the JMHRMCP in fulfilling its social responsibility in terms of human rights education.

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