本文從教育社會學觀點探討臺灣「8 + 9宮廟迷因文化」所呈現之青少年數位抗拒現象，並分析數位平台如何成為青少年文化生產、身分建構與象徵性抗拒之新場域。首先，透過回顧抗拒理論之演變，並提出數位抗拒係指青少年透過迷因、平台語言與數位符號，對主流價值、制度規範及權威關係進行再詮釋之文化實踐；其次，以臺灣8 + 9宮廟迷因梗圖為例，分析宮廟文化經由社群媒體平台影像化、迷因化及演算法擴散後，如何形成兼具認同、反諷與汙名協商之數位文化。最後指出，數位抗拒已改變青少年進行社會化及展現能動性之機制，並建議教育社會學研究與教育實務皆須納入迷因文化分析及數位平台權力之批判，以回應當代青少年的數位文化經驗。

This paper examines the phenomenon of digital resistance among Taiwanese adolescents through the lens of the “8 + 9 temple meme culture” from a sociological perspective on education. It explores how digital platforms have become new arenas for youth cultural production, identity construction, and symbolic resistance. First, by reviewing the evolution of resistance theory, the paper conceptualizes digital resistance as a cultural practice through which adolescents reinterpret dominant values, institutional norms, and power relations by employing memes, platform-specific languages, and digital symbols. Second, using Taiwan’s 8 + 9 temple meme culture as a case study, it analyzes how temple culture has been transformed through visual representation, memefication, and algorithmic dissemination on social media platforms, giving rise to a digital culture characterized by identity formation, irony, and the negotiation of social stigma. Finally, the paper argues that digital resistance has reshaped the mechanisms through which adolescents undergo socialization and exercise agency. It further suggests that both sociological research on education and educational practice should incorporate analyses of meme culture and critical perspectives on the power structures embedded in digital platforms in order to better understand and respond to the digital cultural experiences of contemporary youth.