大學社會責任實踐（USR）計畫為近年台灣高等教育方興未艾的課題，在此同時，少子化、國際化等趨勢促使國際學生到台灣就讀。當社會創新化與國際化推動新一波高教變革，如何影響人類學的教學與實踐？由於大學社會實踐計畫著重於大學與在地社群的合作，過往研究大多聚焦於台灣本地師生的經驗。本文將人類學者所執行的大學社會責任實踐計畫放置在臺灣高等教育變革及人類學學科反思的脈絡之中，指出社會創新化與國際化兩股潮流碰撞的過程，如何開創具有臺灣高教在地特色的公共人類學試驗。本文聚焦於國際學生在臺灣作為異文化學習主體的角色，探討師生間異質的文化及語言背景，如何為人類學的教學與社會實踐帶來風險及契機。以大學社會責任實踐計畫的合作形式作為人類學的反思對象及方法，本文區分合作翻譯與轉譯式合作兩種合作的樣態，並且指出：人類學教師透過扮演轉譯者的角色、以社會實踐驅動教學設計、傳遞相互價值，得以重新界定公共人類學教學與實踐的可能性。

The University Social Responsibility (USR) program is an emerging topic in Taiwan’s higher education in recent years. Meanwhile, the declining birth rate and internationalization have prompted international students to pursue studies in Taiwan. When the trends of social innovation and the internationalization of higher education result in educational reforms in the universities, how will it affect the teaching and practice of anthropology? Since the university’s USR program focuses on cooperation between the university and the local community, the existing scholarship has focused on the experiences of local professors and students in Taiwan. This article situates the USR program in the context of Taiwan’s higher education reform and delineates the collision of social innovation and the internationalization of higher education. Based on a literature review of public anthropology, this article defines the USR program as a public anthropology with the local characteristics of Taiwan’s higher-education experiment. It focuses on the role of international students as foreign, learning subjects in Taiwan, and explores how the heterogeneous cultural and language backgrounds between professors and students bring risks and opportunities to the teaching and practice of anthropology. Taking the collaboration in the USR project as the object and method of anthropological reflection, the author distinguishes between collaborative translation and translative collaboration. This paper argues that anthropology educators reframe anthropological teaching and practice by acting as translators, using the USR project as an engine to redesign curricula and pedagogy, and deliver mutual worth. The existing literature in public anthropology does not address how the USR program serves as a form of public anthropology. This article contributes to the scholarship by defining the role that anthropology educators play in implementing higher education policy, especially the USR program. The author positions the USR program as a public anthropological experiment arising from top-down educational policies. The USR program follows the existing established institutions and adopts a conservative or depoliticized approach, similar to the impact of the “do no harm” principle in American anthropology. This article examines the “Inclusive Innovation” Project—a USR project with international students as the main subjects, conducted through EMI (English as a Medium of Instruction) courses. This project cooperates with the new immigrant association to assist immigrants in Taiwan to start and market small businesses, while focusing on the education of the children of new immigrants. The project is carried out along the themes of mobility and international labor migration. It also pays attention to the situation and rights of migrant workers in Taiwan and holds cultural interactive activities in migrant workers’ shelters in Taoyuan City. In the absence of relevant infrastructure, international students need not only language translation but cultural and social translation if they want to participate in the USR-oriented courses. On the one hand, in the process of implementing the USR project, professors, as researchers and project managers, must respond to the different needs of students and local communities in order to achieve the goal of “narrowing the gap between academic learning and social realities.” On the other hand, the heterogeneous student body and the multilingual teaching practices also give birth to and shape diverse patterns of collaboration. The author analyzes two forms of collaboration in the USR project: collaborative translation and translative collaboration. The article elaborates the challenges and inspirations brought by the collaboration and translation patterns to anthropology teaching and social practice. Collaboration and translation do not always bring about social innovation. The article analyzes how displaced mother tongue and reversed positionality can bring about frustrating collaboration experiences. Furthermore, the article highlights the role of translators that anthropology educators play in the USR program. It thereby proposes translative collaboration as a new possibility in the teaching and practice of anthropology. At the end of the article, the author comments on the limitations of the USR program and reflects on the role of the academic community in promoting paradigm shifts under the trend of neoliberal universities.

大學社會責任; 公共人類學; 國際學生; 轉譯; 社會創新

university social responsibility; public anthropology; international students; translation; social innovation