發展大學青年長期社會實踐實習課程之行動研究：以營造艋舺社區博物館為例

In this action research plan, in addition to proceeding with an action plan that emphasized the spirit of public participation to better encourage local residents to actively involve themselves in the workings of the Monga Community Museum, thus firming the foundation of existing community cooperation, in order to undertake community action that could successfully straddle different generations, social classes, and profession fields, further youth volunteers were trained in skills of public participation. Throughout the above process, researchers referred to J. Dewey’s progressivism, N. Noddings’ ethics of care, R. May’s ideas on existentialism, and A. Giddens’ discussion on ontological security and reflective learning in developing a format for long-term internships within a formal educational system, and in the planning of an empowerment program capable of leading youth partners towards the habit of reflective learning as a result of their participation in the creation of the Mongo Community Museum. In the first year of research, the researchers planned to recruit 15 youth who would participate in the creation of the Mongo Community Museum action plan. As well, in accordance to the aforementioned educational philosophy and social theory, the researchers planned an empowerment program featuring team work seminars, teacher/student reflection logs, group steering, and community action workshops. Over the course of their work, youth partners continued to elevate their public participation skills as they continuously adjusted the direction or operational strategy of each action plan. In the second year of research, the researcher planned a year-long internship which was to be offered through the NTNU Department of Adult and Continuing Education. The internship had 15 openings, with 4th year undergraduate students and Masters/Ph.D. students eligible to participate. In terms of research methods and procedures, this study adopted an action research method to better handle the dynamic relationship between researchers, youth partners, local shops in the Mongo area, street people, and the economically disadvantaged participants, as well as in the creation of the Mongo Community Museum action plan. In the process of their research, the researchers, in consideration of the characteristics of different research stages, used unstructured interviews, teacher/student reflection co-journals, activity film recording, and other methods to record and gather the experience of growth and change and suggestions arising during the process of the creation of the Mongo Community Museum by the youth volunteers. Following, the varying types of information was transcribed into transcripts and, in accordance to the topic and relevance of each transcript, were coded following a grounded theory approach, ultimately recording the process of change in the self-identification, community identification, core skills, and reflective learning of the research participants within different action cases. Finally, according to research results, specific and feasible recommendations have been offered with regard to the empowerment of future youth communities and planning of long-term internship programs in formal university settings.