缺陷思維之批判與超越：臺灣鄉村教育政策與方案之檢視

Critique and Transcendence of Deficit Thinking: A Review of Rural Education Policies and Programs in Taiwan

基於社會正義和對於鄉村教育（rural education）的關懷，本文針對鄉村教育常因「缺陷思維」（deficit thinking）而被貶低或標籤化的迷思加以釐清。首先蒐集相關文獻了解缺陷思維意涵，以及對其提出質疑的批判論述，歸納批判論述的基礎，主要包含分配正義（distributive justice）、差異肯認（recognition of difference）和增權賦能（empowerment）等三大理論概念取向。其次，回顧臺灣近30年鄉村教育重大政策與方案，分析其發展是否已超越缺陷思維，轉向社會正義的不同思維。最後，針對鄉村教育發展，提出落實「批判實踐」之建議：一、從「個人缺陷」轉向「在地資產」；二、從「補償介入」轉向「民主賦權」；三、從「體制免責」轉向「結構變革」；四、重新詮釋「可教育性」。據此，本研究呼籲唯有以人性尺度，尊重鄉村的「此性」（Thisness）—即其獨特的地理、時間空間、歷史人文與社群價值，才能保存與發展鄉村地區人文和自然生態的多樣性。當我們能如實看見鄉村的豐富性而非貧乏性時，教育政策、教育研究與實踐才能真正回應並支持鄉村的永續發展。

Based on the idea of social justice and concern for rural education, the aim of this study is to clarify the myths about rural education which being devalued or labeled due to “deficit thinking”. Firstly, relevant literature had been collected in this study to understand the meaning and criticism of deficit thinking, and summarizes that the basis of critique mainly comes from three theoretical approaches– distributive justice, recognition of difference, and empowerment which would be employed to examine the key rural education policies and programs in Taiwan for the past 30 years. Secondly, by reviewing policy and programs which related to rural education in Taiwan, this study analyzes whether Taiwan’s rural education policy development has gradually moved beyond deficit thinking to different thinking. And finally, some suggestions been provided for developing “critical practice” of rural education based on social justice: (1) shifting from “personal deficits” to “local assets”; (2) shifting from “compensatory intervention” to “democratic empowerment”; (3) shifting from “institutional exemption” to “structural change”; (4) reinterpreting “educability”. From a human-centered perspective, respecting the “thisness” of the rural areas– that is, its unique geography, temporal and spatial context, historical and cultural heritage, and community values– is critical for preserving and developing the diversity of human and natural ecology. Only when we recognize the richness rather than the scarcity of rural areas, and education policies, research, and practices could truly respond to and support the sustainable development of the rural areas.