| 摘要: | 全齡學習在不同學齡間推廣環境教育，包括幼兒園、小學、中學、高中，甚至大學，企業社會責任與社區大學等機關團體，推廣符合ESD*SDGs趨勢或社區營造等的環境文史經營理念。本研究以臺灣70個客家文化重點發展區之一的桃園市新屋區客庄為研究區域，藉以探究客庄於耕農耕海的文化傳承與環境教育場域共同發展教育鏈結。應用質性研究的深度訪談、文獻分析及次級資料分析法，進而參與觀察作為研究方法，設計訪談大綱，以半結構訪談方式，整理出相關行動者關係網絡，並分析永續發展教育於客庄和周邊學校及社團組織，行政單位等競爭、合作的關係與其展現海客特色。研究對象選取與研究場域相關之主管機關人士和非營利組織和社區發展協會，及在地居民與遊客等，從中探討特色耕農耕海的客庄教育傳承與永續，以及協力藻礁生態環境教室與亦是農村再生社區的客庄之行動發展網路。
研究發現：一、初期研究區逐漸成勢力與抗爭雜居的地區，客家團結意識形態透過再次學習逐漸找回。二、積極推動教育與環境永續並進而延續至境教，再至全人的客家傳承與創新教育。三、鼓勵研究場域周邊非營利組織協助辦理海洋客庄創生活動，能有夥伴合作共好。四、公部門與民間組織的整合共榮，期許客家文化傳承發展。
;Lifelong learning promotes environmental education across all age groups, spanning kindergartens, elementary, middle, and high schools, universities, corporate social responsibility programs, and community colleges. This study advocates for environmental and cultural-historical management concepts aligned with ESD (Education for Sustainable Development) and SDGs (Sustainable Development Goals), as well as community-building initiatives. The research focuses on the Hakka rural community in Xinwu District, Taoyuan City—one of Taiwan’s 70 key Hakka cultural development zones—to explore the integration of agricultural and marine cultural heritage with environmental education, forming a cohesive educational network.
Using qualitative research methods including in-depth interviews, literature review, and secondary data analysis, the study incorporates participatory observation and semi-structured interviews to map the actor-network relationships. It analyzes the dynamics of competition and cooperation among schools, community organizations, and administrative units in promoting sustainable education and showcasing the unique characteristics of the marine Hakka community. Research participants include officials from relevant authorities, nonprofit organizations, community development associations, local residents, and tourists. The study investigates the transmission and sustainability of Hakka agricultural and marine education, and the collaborative development network of the Algal Reef Ecological Environmental Classroom, which also serves as a rural regeneration community.
Findings:
1. The study area has evolved into a space of both influence and resistance, where Hakka solidarity is gradually restored through renewed learning.
2. Efforts to promote education and environmental sustainability have extended into place-based education, fostering holistic Hakka heritage and innovative learning.
3. Nonprofit organizations around the study area are encouraged to co-organize creative marine Hakka activities, fostering collaborative partnerships.
4. Integration between public and private sectors is key to the sustainable development and transmission of Hakka culture. |
