2013年台菲漁船事件期間，東海別墅的巷子裡，有店家貼出了「不歡迎菲律賓人」的告示。追究是那個店家並無助於問題的進一步思考，這樣的告示，可能是出自於店家個人對於菲律賓人的厭惡，但也可能是擔心普遍嫌惡、恐懼外勞的心態，會在這段期間影響了他們的生意，甚至引起不必要的衝突。對這些與我們鄰近的陌生人：外勞，我們需要的是更多的認識、相互理解的管道和平台。
因為緊鄰工業區，東海大學附近住了許多從泰國、越南、菲律賓和印尼來的外籍勞工。在籃球場，經常可以看到外勞打籃球的身影。東別的巷子裡，也存在許多異國但又帶點危險氣氛的小吃店。或者學生也會對於「洗完頭髮為何不吹乾？」發出不以為然的質疑。在藝術街上，推著老人散步的外勞，又是從哪裡，怎麼過來的？事實上這些所謂的外籍勞工在台灣的時間，從1992年正式開放引進至今已經超過20年，但是這個群體，因為一直以來的歧視與恐懼，大多數的東海學生對他們的認識與接觸幾近於零。如何拉近這個距離？如何有更多的互動與認識？藉由瞭解他們的生活與處境，進一步反問我們自己：對待這些人，什麼樣的制度才是合理的？
課程的設計分為四個部分，移工現象與理論的探討，以及田野研究與紀錄片拍攝，兩部分課程會交錯進行。第三部分是關於移工權利與公民身份的思考，集中在14-17週。最後，三次的作業分享以及個人、團體的參訪與經驗分享，提供不同於文本的直接體驗與思考，是課程的第四部分。期待透過這樣的學習，以及學生田野調查的互動，與調查結果在各種東海的分享平台上傳布，逐漸的改變我們與鄰近的陌生人之間的關係。During the 2013 Taiwan-Philippines Ship incident, a store posted a notice saying "No Filipinos are welcome." The investigation is a store that does not help further thinking about the problem. Such notices may be from the store’s personal misfortune of Filipinos, but they may also be worried about the general disgust and fear of external affairs, which will affect their business during this period and even cause unnecessary conflicts. For these strangers who are close to us: foreign countries, what we need is more channels and platforms for understanding and understanding.
Because of the tightening of the industrial area, many foreign workers from Thailand, Vietnam, the Philippines and Indonesia live near Donghai University. On the basketball court, you can often see outside playing basketball. There are also many foreign but dangerous snack bars in the alleys in the east. Or students may also have doubts about "why don't blow dry your hair after washing?" Where did the outdoor houses where the elderly were walking on the Art Street come from and how did they come from? In fact, it has been more than 20 years since these so-called foreign workers were officially opened in 1992, but most Donghai students have almost zero understanding and contact with them due to their long-standing discrimination and fear. How to narrow this distance? How to have more interaction and understanding? By understanding their lives and situations, we further question ourselves: What system is reasonable for these people?
The course design is divided into four parts, the study of migrant phenomena and theoretical discussions, as well as field research and recording film shooting, and the two courses will be conducted incorrectly. The third part is thinking about immigration rights and citizenship, focusing on 14-17 weeks. Finally, three work sharing and personal and group visits and experience sharing provide direct experience and thinking different from texts are the fourth part of the course. We look forward to the fact that through this learning and the interaction of student field surveys, the survey results will be distributed on various sharing platforms in Donghai, gradually changing the relationship between us and neighboring strangers.
《國際遷徙與移民：解讀「離國出走」》，Peter Stalker著，台北市：書林，2002
《跨國灰姑娘：當東南亞幫傭遇上台灣新富家庭》，藍佩嘉著，台北市：行人，2008
《我們：移動與勞動的生命記事》顧玉玲著，台北縣中和市：INK印刻文學，2008
"International Migration and Immigration: Interpretation of "Leaving the Country", by Peter Stalker, Taipei City: Shulin, 2002
"Transnational Cinderella: When Southeast Asia helps meet a new and rich family in Taiwan", written by Blue Peijia, Taipei City: Pedestrian, 2008
"We: Life Notes of Movement and Movement" by Jade Yuling, Zhonghe City, Taipei County: INK Printing Literature, 2008
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課程參與討論課程參與討論 Course Participation and Discussion |
25 | |
| 引言討論引言討論 Introduction Discussion |
15 | |
| 作業一作業一 Work One |
20 | |
| 作業二作業二 Operation 2 |
20 | |
| 作業三作業三 Operation 3 |
20 |
