邊界、遷徙與身份:台灣—美國全球化教室

The 2030 Agenda for Sustainable Development recognizes that migration is a powerful driver of sustainable development, for migrants and their communities. It brings significant benefit in the form of skills, strengthening the labor force, investment and cultural diversity, and contributes to improving the lives of communities in their countries of origin through the transfer of skills and financial resources. Yet, migration also causes stresses, instability, as well as problems of identity and governance for both migrants and inhabitants. This course is one of the Global Engineering Humanities SDG Course Series that aims to offer engineering undergraduates a community engagement opportunity to learn borders, migration, and citizenship across cultures, by investigating the following questions: (1) What are the forces—political, cultural, and environmental—that facilitate or inhibit human circulation? (2) How do governments, NGOs, scholars, and wider publics draw distinctions between legitimate and illegitimate forms of human mobility (e.g., “economic migrants” versus “refugees”)? (3) How are migrants from different geographic regions affected by efforts to regulate their movement, and what alternative forms of identity and belonging have they created? This course is operated using Global Classroom (GC) as a model for cross cultural learning, teaching and community engagement. The “Global Classroom” model opens up the traditional classroom boundaries by bringing students, instructors and community members from different geographical, social, cultural, and ethnic backgrounds together, in order to build a rich and hybrid (online + physical) learning space. It helps students unpack knowledge, values, and life practices in a “real-world” setting. It also offers students comparative angles, problem framing/solving and communication abilities to explore the power, ethics and broader social impacts of space/infrastructure design. We will first read literature across anthropology, history, and political theory to understand the key concepts on mobility, migration, borders and citizenship. We will take students into a local indigenous community use two specific case studies– 3 Naluwan Tribe in Hsinchu Taiwan and Chumash Tribe in South California coastal region–to collectively explore the ways that global im/mobilities have been lived, and how they shape our world today. Learning objectives will be showcased through a comparable case study of indigenous communities in our region and another in the northwest shores of Taiwan. In both instances, we are learning with community members before we co-design an exhibition of traditional art and performance. By the end of the semester you will be able to: ● Understand key concepts and theories of stakeholder network analysis, asset-based community engagement, migration, place and identity through reading discussion, cross-cultural interview, and hands-on team design project. ● Understand how teams and their members can engage in collaboration more effectively and fairly. ● Understand how collaboration across disciplinary and cultural boundaries presents unique challenges and opportunities. ● Learn how to interact with project partners, including project scoping, gauging project desirability, and implementing and revising timelines. ● Plan, revise, implement, execute, and evaluate an event for community partners. ● Demonstrate an understanding of effective ways to engage in multidisciplinary and multicultural collaboration and team-based work. ● Demonstrate and reflect on global competencies through peer-to-peer learning

Four methods will be used to organize the TUGC: 1. NYCU-CSUCI Synchronous Lecture/Seminar: Four Synchronous lectures (WK1-4) and one seminar (WK12) will be offered for students to learn basic concepts of space, justice, and communication, along with sharing community engagement and design experiences. 2. NYCU-CSUCI Learning Partner: Each student will have a global partner to conduct prompt-based interview, examining key concepts of space justice across culture. 3. University-Community Design Team: Each student will join a community project, working with tribal elders, kids and women to create artwork as storytelling device to investigate space justice from the local perspective. The creative design process will be guided by the residential artist Scott Ezell and the NYCU art center curator. 4. Global Exhibit: All the creative work generated in the TUGC by students from NYCU and CSUCI, artist and local tribal members will be curated and form a global exhibit in both Taiwan (NYCU Art Center/Naluwan Community Center) and US (Children Museum/local community center), to further stimulate community engagement, communications, exchanges and understandings across disciplinary boundaries and borders.

作業 40% 4組 prompt interview+photo essay作業(各20%) 展演 40% 4次 design journal 作業(計10%),以及一組期末展演作品(計30%) 其他 20% 出席率(上課發言、討論等)

• Fieldwork
• Preparation for the exhibit
• Exhibit
• Introduction and unpack the lexicon

Sassen, Saskia (2014) Expulsions: Brutality and Complexity in the Global Economy. Harvard University Press (中文版: 大驅離:揭露二十一世紀全球經濟的殘酷真相) ● Cresswell, Tim (2006) On the Move: Mobility in the Modern World --( 2012) Place:a Short Introduction, 2nd Edition (中文版: 地方:記憶、想像與認同) ● Ezell, Scott (2012) “Hanoi Rhapsodies,” poems, Asia Literary Review —(2014) “Walking to Laos,” lyric essay, Toad Suck Review, Issue 4 —(2015) “Scorched Earth Development in Northern Laos,” photo essay with text, The Diplomat —(2016) “We Cannot Retreat,” news article on the civil war in Shan State, Myanmar, The Diplomat. —(2015) A Far Corner. University of Nebraska Press, Lincoln and London. 中文版:遙遠的角落:美國音樂家的台灣觀察日記. 時報出版, 台北(2017) —(2022) Journey to the End of the Empire. Camphor Press, London. 中文版:旅行到帝國盡頭:前往藏東之路. 出色文化事業出版群, 台北(2022) ● Easterling, Keller (2014) Extrastatecraft: The Power of Infrastructure Space. Verso. Chapter 1-2 ● Ingold, T. (2010). Footprints through the weather-world: walking, breathing, knowing. The Journal of the Royal Anthropological Institute, 16, S121–S139. ● McPhee, R. D., & Zaug, P. (2000). The Communicative Constitution of Organizations: A Framework for Explanation. The Electronic Journal of Communication, 10(1/2). ● Tracy. S & Trethewey, A. (2005) Fracturing the Real-Self↔Fake-Self Dichotomy: Moving Toward “Crystallized” Organizational Discourses and Identities, Communication Theory, Volume 15, Issue 2, Pages 168–195 ● Stambaugh, Antonio Prieto (1999) Border Art as a Political Strategy. ISLA - Information Services Latin America

地點

NYCU campus office or google meeting room

時間

by appointment

聯絡方式

sharonku@nycu.edu.tw