本文描述與闡釋國立政治大學（簡稱：政大）大學社會責任（University Social Responsibility，簡稱USR）中「新住民計畫」（簡稱：A計畫）運用民族誌方法執行計畫的歷程，進而探討藉由USR計畫推動人類學知識公共性／大眾化的可能性與具體作法。我以計畫主持人兼民族誌工作者身份描述三位計畫參與者的故事。第一，計畫主持人考量臺北市安康社區與其周邊越南族裔特徵，在計畫初期邀請越南籍華語專業教學的研究生加入計畫，透過計畫與課程傳授民族誌方法，政大師生與社區移民合作生產面向大眾的作品；第二，越南留學生兼華語老師透過民族誌方法經營社區移民華語班，完成具移民兒童民族誌特色的語言教材與教師手冊。第三，具民族誌工作潛力的華語班學員製作臺越文化交流影片，創建移民／移工線上華語共學社群，擔任移民兒童陪伴者／訪談員，於政大民族學系方法課分享與移民兒童互動的策略與方法。上述故事闡述USR計畫與人類學公共性／大眾化之關係：第一，USR計畫藉由民族誌方法建立移民語言學習社群，採用專業華語教學作為介入之策略，最後再運用民族誌方法檢視計畫執行歷程；第二、USR計畫與公共人類學均強調人文社會學科所應該擔負起的社會責任，故USR計畫提供了人類學實踐其公共性／大眾化的平台，有利於人類學者在校內外推展人類學知識與方法；第三，Ａ計畫的大眾化民族誌實踐採多點、多時段的調查策略，研究者／教學者與被研究者／學習者互為主體，並致力合作生產面向大眾之作品。

This paper describes the stories of the New Immigrants Project (hereinafter referred to as Project A), a University Social Responsibility (USR) project at Chengchi University. The author of this paper explains and reviews the process of using the ethnographic method to explore the feasibility of and specific methods for publicizing and popularizing anthropological knowledge through USR projects. This paper attempts to answer three questions: (1) Why does implementing USR projects require the ethnographic method? (2) How do project implementers use USR projects as a means to promote the publicization/popularization of the ethnographic method? and (3) Which strategies and methods are used by anthropologists as interventions in migrant communities in order to implement projects while simultaneously promoting the publicization/ popularization of anthropology? As the principal investigator of Project A and as an ethnography practitioner, the author of this study describes the stories of three project participants. First, the author considered that the Ankang Community in Taipei City and its surrounding areas had many Vietnamese features; therefore, at the beginning of the project, she invited a graduate student specializing in teaching Chinese to Vietnamese people to join this project. Through this project and through the course, the ethnographic method was taught, and faculty and students at Chengchi University, students of the Chinese class, and immigrants of the community collaborated to produce a work for the public — “Vietnam History Around Us.” Second, the principal investigator and the Vietnamese student studying at Chengchi University, who was also the Chinese teacher, established a community Chinese class following the ethnographic method. The Chinese teacher observed the language learning effects and demands of Vietnamese immigrant children, and she completed a set of Chinese teaching materials for Vietnamese immigrant children which focused on campus life. She also composed “Let’s Learn Chinese Together,” a teaching manual containing immigrant children’s stories that were written and collected using the ethnologic method. Third, a student in the Chinese class with potential for working in ethnography produced online videos to share the Taiwanese and Vietnamese cultures and to express her views on the human rights of marriage immigrants and migrant workers. During the COVID-19 pandemic, the student established an online Chinese co-learning community for immigrants who came to Taiwan through marriage or for work. Later, invited by the principal investigator, she became an interviewer of immigrant children, and she was invited to be an interviewee for the Research Methodology course at Chengchi University to share her strategies and methods of interacting with immigrant children. The three aforementioned stories are presented as responses to the three research questions of this study. First, USR projects require the ethnological method; specifically, they require a professional ethnological method that surpasses the conventional methods used in academia. Ethnographic researchers within academia conduct longterm investigations in communities with different cultures so as to generate an ethnography focused on each culture. By contrast, the USR project utilizes the ethnographic method to establish a language-learning community of immigrants. It uses professional Chinese teaching as the intervention strategy, and finally uses the ethnographic method to review the project implementation process. Second, both USR projects and public anthropology emphasize public responsibilities that the humanities and social sciences should assume. Therefore, the USR projects offer a platform for the publicization/popularization of anthropology. in and outside universities. Third, the popularized ethnography used in Project A employed a multi-point, multi-period survey strategy. The project team participated, recorded, and shared the predicaments and demands of immigrant language learners. The researcher/teacher and the researched/ learner were intersubjective. Awareness and balance of power inequalities between the two were achieved, and a work for the public was produced. Based on the experiences of implementing Project A, the author of this study argues that one way to publicizing/popularize the knowledge and methods of anthropology is for ethnographers to develop the ethnographic method into a tool that the public can utilize. Ethnographers should also proactively collaborate with people in other professions to respond to public needs and to bring about social change. In the meantime, ethnographers should produce public-centered works to serve as the basis for individuals to engage in dialogue in the public sphere.

大學社會責任; 越南移民; 華語教學; 民族誌方法; 公共性／大眾化

University Social Responsibility; Vietnamese Immigrants; Chinese Teaching; Ethnographic Method; Publicization/ Popularization