校園困難記憶的協商實踐： 以臺大陳文成事件紀念廣場及水源校區為例

Abstract

本文所指困難記憶，為社會在過去歷經衝突後尚未進行群體間協商，面對同一時空有不同詮釋、甚至衝突的集體記憶。在衝突後社會的背景中，如何在大學校園進行對困難記憶的協商，並形成特定的紀念形式和展演，是本研究的核心問題意識。 透過臺大水源校區與陳文成事件紀念廣場的協商歷程，本研究認為，在對於困難記憶採取開放、非排他的詮釋方式，以及人際間具信任關係的基礎上，有機會以非國族的身份認同作為初步共識，使校園成員與困難記憶建立連結，進而展開積極的協商。 協商進程的推進，倚靠記憶社群的行動；透過學生社群與校外行動者的長期合作，有機會在權力結構複雜的大學校園中開啟協商，不同的組織方式將對協商過程及結果產生關鍵影響。學生社群在協商中實踐社會學習並承襲困難記憶，但處於就業準備階段和終將畢業的特質，使得過程中必然要面對如何在有限時間內產出成果、及後續如何傳承的挑戰；此時，校外行動者可成為穩定的支點，為學生社群提供持續性的動能。而社群間的差異，尤其學生與受暴主體間基於經驗上的差異所形成的不同目標，在創造記憶多元詮釋的同時，也可能帶來矛盾，延續受暴主體所體驗的失序現實，是協商過程中必須細緻處理的課題。

This study defines difficult memory as a form of collective memory shaped by past social conflicts that have yet to undergo thorough intergroup negotiation. Such memories often involve divergent or even conflicting interpretations of the same historical time and space. In the context of a post-conflict society, a key concern of this thesis is how difficult memories are negotiated on university campuses and how these negotiations give rise to particular commemorative forms and practices. By examining the negotiation process surrounding the NTU Shuiyuan Campus and the Chen Wen-chen Memorial Square, this thesis argues that adopting an open and non-exclusive interpretive approach to difficult memory, grounded in interpersonal trust, can create opportunities for a shared, non-national identity to emerge as a preliminary consensus. This allows campus members to establish a connection with difficult memory and engage in active negotiation. The advancement of such negotiations depends heavily on the actions of memory communities. Long-term collaboration between student communities and off-campus actors offers a pathway to initiate negotiation within the complex power structures of the university. The ways in which these communities are organized have a critical impact on both the process and the outcomes of negotiation. While student communities engage in social learning and inherit difficult memory, their transitional status, preparing for employment and eventual graduation, presents challenges in producing meaningful outcomes within limited timeframes and ensuring continuity afterward. In this regard, off-campus actors may serve as stable anchors, providing sustained momentum to student efforts. However, differences between communities, particularly between students and victims of state violence, can lead to conflicting goals due to differing lived experiences. While such differences may enrich the plural interpretations of memory, they may also introduce tensions that echo the disordered realities once experienced by victims of state violence. Addressing these tensions with care is an essential part of the negotiation process.