轉型正義教育研究的另一塊拼圖──學生「經驗課程」之理論視角、研究框架與真實想法初探

Another Puzzle Piece in Research into Transitional Justice: Preliminary Analysis of the Theoretical Angle, Research Framework, and Student Perspective of an Experiential Curriculum

轉型正義理念已受到世界各國的討論，對於曾歷經威權統治的國家而言，更希望藉由學校教育推動轉型正義，以便能「面對過去、承認錯誤」，並建立一個民主與和平的社會。只不過，教育政策或改革能否成功，實不容忽視學生的想法與感受。揆諸臺灣過往文獻，側重於轉型正義學生經驗之研究仍舊不多。據此，本研究旨在從學生「經驗課程」的觀點出發，首先，試提一個「理論視角」與「研究框架」；次者，則據以進行實徵研究，即分別透過量化研究（問卷）以及質性研究（訪談），並以臺北市及新北市的高中3年級學生為研究對象，進行資料之蒐集，以便初步瞭解臺灣高中生的轉型正義教育經驗。藉由本研究，一方面，或能增補臺灣轉型正義研究之「學生觀點」；二方面，盼能提供研究同好之參酌與共同鑽研此議題。

Debates over transitional justice have unfolded worldwide. For societies emerging from centralized authoritarian rule, integrating transitional justice into education is widely viewed as vital for acknowledging past wrongs and cultivating democratic, peaceful futures. Yet policy and curricular reforms cannot fully succeed without incorporating students’perspectives, emotions, and responses. A review of the literature reveals a notable gap: few studies have foregrounded students’views on transitional justice. To address this gap, the present study adopted an experiential curriculum approach to construct a theoretical lens and research framework. The study then elicits student perspectives, employing a mixed - methods research design. Using questionnaires and interviews, the study collected data from third-year senior high school students in Taipei and New Taipei, offering a preliminarily portrait of how Taiwanese students encounter and make sense of transitional justice in school. The findings both insert the voice of students into the research agenda on transitional justice and draw attention to an overlooked dimension of educational reform.