在制度縫隙中「找樂子」：偏遠地區國小學生文化之民族誌研究 更多文章

Creating Joy Within Institutional Interstices: An Ethnographic Study of Student Culture in a Rural Area Elementary School

儘管教育政策長期致力於弭平城鄉教育差距，政策視角與學生實際經驗卻存在落差，既有研究多從成人角度詮釋且聚焦於資源不足的缺陷論述，較少關注學生在特定文化脈絡下的能動性與創造力表現。有鑑於此，本研究旨在探究偏遠地區國小學生在特定社會文化脈絡下的文化內涵與實踐，分析脈絡因素如何影響學生文化，並闡明其形成的機制與過程，以學生主體性的視角理解偏遠地區的學生文化。為達成此研究目的，本研究採民族誌研究法，以臺灣東部一所偏遠地區國小六年級為研究場域，進行為期64天的參與觀察、深度訪談及文件分析，以探討學生在特定社會文化脈絡下的意義建構與行動策略。研究發現，偏遠地區學生在資源受限環境中發展出「找樂子」的文化主題，以「創造性轉化」與「空間重新定義」的方式，將有限資源做最有效的「挪用」。學生明確區分「枯燥乏味」與「有樂子」的學習活動，發展出「什麼都可以玩」的文化邏輯，在制度縫隙中創造自由空間。綜上，本研究呈現偏遠地區學生所擁有的文化資產，偏遠地區雖有地理與資源限制，卻展現學生作為能動主體的文化創造力，轉向既有缺陷論述，為發展以學生主體性為核心的偏遠地區教育模式，提供重要的理論基礎與實踐參考。

Despite long-term educational policies aimed at bridging urban-rural educational disparities, gaps persist between policy approaches and students’ lived realities. Existing research on rural area education predominantly adopts adult-centered interpretations and focuses primarily on deficit narratives of resource inadequacy, with limited attention to students’ agency and creativity within specific cultural contexts.To address these limitations, this study investigates the cultural meanings and practices of rural elementary students and analyzes how sociocultural contexts shape student culture. By foregrounding student agency, this research seeks to elucidate the mechanisms underlying culture formation in rural educational settings. To achieve these objectives, this ethnographic study examines sixth-grade students in a rural elementary school in eastern Taiwan. Through 64 days of participant observation, in-depth interviews, and document analysis, the research explores students’ meaning-making processes and adaptive strategies within specific sociocultural contexts.Findings reveal that students from rural areas develop a “seeking fun” cultural orientation as their primary adaptive mechanism. Students employ “creative transformation” and “spatial redefinition” strategies to maximize limited resources, distinguishing clearly between “boring” and “enjoyable” learning activities while developing an “anything can be fun” cultural logic. Students create free spaces within institutional interstices, demonstrating remarkable cultural creativity and agency. Overall, the secultural practices embody significant cultural capital, including resourceful environmental adaptation abilities, creative problem solving skills, and collective collaborative competencies. Despite geographical isolation and resource constraints, students in rural areas demonstrate cultural creativity as active agents. This study challenges deficit perspectives of rural area students and provides crucial theoretical foundations and practical references for developing student-centered educational approaches in remote contexts.