人文社會科學中心 Research Center for Humanities and Social Sciences

成功大學人文社會科學中心自2007年成立以來，積極整合國內外及本校相關院系所之研究資源與能量，推動人文社會科學跨領域之學術整合與創新研究，發展臺灣主體性與全球化之議題。目前，成大人社中心主導「臺灣學」、「新學校午餐創新推動計畫」，「相伴 2026：齡感生活微社群行動網」、「竹田西勢高齡樂智友善園區」與「大手牽小手、學習作伙走」等特色計畫，不僅以人文創新的方式整合跨領域學科，更積極以在地實踐連結學術社群與社會，其中社會實踐的成果更屢獲大學社會責任（USR）獎項肯定。
目前參與人社中心計畫之研究人員已超過35位，中心亦積極延攬校內外人文、規劃、建築、社會科學、理工及醫學等各領域具卓越學術研究之學者，以課程、工作坊、實踐活動等多元方法，致力於成大的人文社會科學推展。作為整合人文社會科學領域學術研究的知識交流平台，人社中心將持續推動人文、社會與科學的跨領域對話與串聯，建立活躍的研究社群，並積極發表與出版研究成果，厚實本校之人文底蘊。

台灣語文學會 Taiwan Languages and Literature Society

台灣語文學會自創會以來，為了促進台灣各族群語言之研究，使台灣族群文化得以永續保存及傳承，並符合當前世界文化潮流，實踐聯合國大會《在民族或族裔、宗教和語言上屬於少數群體的人的權利宣言》（Declaration on the Rights of Persons Belonging to National or Ethnic, Religious and Linguistic Minorities，1992年）及《使用多種語文》（Multilingualism，2011年）兩項決議之共同目標，每兩年定期舉辦「台灣語言及其教學國際學術研討會」，讓海內外人士共同研究、相互切磋、集思廣益，成效相當卓著。前五屆研討會的舉辦時間、地點及會議主題如下：

舉辦「臺灣語言及其教學國際學術研討會」之宗旨在於：為致力於臺灣語言及教學相關領域的學者，提供一個國際性的交流平台，經由學術論文的發表與研討，凝聚全臺灣語言、文化教育工作者與社會大眾的心力，提升臺灣語言及教學領域的研究水準，促進國際間與台灣各大學、民間團體及個人的學術交流，共同為台灣各族群母語及其文化之振興工作注入堅強的力量。

臺灣學 Taiwan Studies

人文社會科學中心「臺灣學」致力於思索臺灣的發展方向，以「臺灣人如何成為臺灣人？」（Becoming Taiwanese）之提問，探究現代公民認同的本質與形成路徑，並以多元方法處理臺灣現當代議題。「成為臺灣人」的內涵包括：「臺灣人如何成為臺灣人」（Becoming Taiwanese），為臺灣歷史文化源流與形成之探討；「如何成為更好的臺灣」（Becoming better Taiwan）則從實踐面向著手社會行動，期盼學術與社會間的對話與共振。
本計畫自2019年以來運用三大核心議題──「遷徙、跨界與多元故鄉」、「沒有歷史的人」、「成為現代公民之路」，關注並梳理臺灣的多元價值與認同，期望開啟學術間的可能思辨，發展成與在地社會實踐連結的對話平台。本年度以「蛻變的聲音」（Becoming the Voice）為主軸，持續發掘、理解臺灣多元文化的起源與轉變，從聲音的社會寓意，探索文化眾聲與主體動能的多樣可能，再啟另一理解文化社會的方法。今年持續以「人文沙龍」、「國際工作坊」、「國際研討會」等學術活動延續當代議題的開展與流動，亦推出「成大人聲」Podcast節目，廣納多元議題的同時更是藉由更多管道發聲，與更多領域中的人相會，期望臺灣學不僅在成大生根，更能夠開枝散葉，傳續人文與社會關懷之養分。

多元文化研究中心 Center for Multi-cultural Studies

多元文化研究中心前身為2012年成立之閩南文化研究中心，延續過去以來一直積極以台灣為主體、連結閩南文化研究的精神，自2013起更聚焦於閩南文化圈的音聲文化與口傳文化，建立研究平台、建置「音聲出版品資料庫」。 2016年正式更名為多元文化研究中心，試圖融合現今已成為主潮的本土文化與全球化狀況之研究取向，更加開拓創新研究領域並圖進一步之發展，改變單一研究標的的現況。 本中心的研究方向為針對既有的台灣在地性與過往的多族群文化狀況，同時借鏡歐美多元文化狀況（multi-cultural conditions）與文化混雜性（cultural hybridity）之議題取向，思索全球化與在地化的相互融合，直面台灣社會的文化混雜性，從而對相關議題做出貢獻、再啟研究新頁。

1. Prof. Mary Hermes, University of Minnesota

Community engagement, cultural studies, curriculum development, diversity and equity, Indigenous language revitalization, social justice.

Speech Abstract

“Anishinaabe people reclaiming language and land”

What does it mean to indigenous language reclamation that language are deeply tied to specific places? Specifically, in the context of the Anishinaabe, or Ojibwe (woodland people surrounding the Great Lakes in the United States and Canada) how does engaging deeply with land, especially in terms of strengthening relationships with more-than-human beings, intersect with the act of language reclamation? Indigenous language reclamation efforts are pushing academic ideas of what language is to be accountable to Indigenous epistemologies. Simultaneously, as our Indigenous languages grow, we (indigenous academics) are pushed to grow beyond the boundaries of disciplines. Categories of “language” and “land” have been segregated by this colonial structure.

In this presentation, research examples from an NSF/DEL documentation project1, called “Understanding Learning Mechanisms and Language Acquisition through Intergenerational Conversations in Southwestern Ojibwe, a Native American language,” or affectionately known to us as “Forest Walks.”

In order to think through what it means to “read the land.” A team of interdisciplinary indigenous and white collaborators (Ojibwe language, applied linguistics and learning sciences) worked together to describe the micro interactions that arise from youth and Elders walking on rural and reservation forest land, using the Ojibwe language exclusively. Due to the strength of the Ojibwe language revitalization movement, there are now youth who are highly proficient as bilinguals or second language learners, constituting a unique moment in time where First speakers of the language and youth can interact. We are interested in how humans and more-than-humans all play a role in the conversations that build relationships on these walks.

Selected publications

• Hermes, M. & Engman, M. (2017). Resounding the clarion call: Indigenous language learners and documentation. In Wesley Y. Leonard & Haley De Korne (Eds.), Language Documentation and Conservation, 14 (1), 59-87. (with graduate student).

• Hermes, M. (2016). A response to a pedagogy of pain. The Modern Language Journal, 100(2), 573-575.

• Hermes, M. & King K. (2013). Ojibwe language revitalization, multimedia technology and family language learning. Language, Learning, Technology.

• Hermes, M. , Bang, M. & Marin, A (2012). Designing Indigenous language revitalization pedagogy. Harvard Educational Review.

• Hermes, M. (2011). Collaboration despite colonialism: Language revitalization in the United States. Language and Literacy Compass.

• Dance, J., Gutierrez, R. and Hermes, M. (2010). More like jazz than classical: Reciprocal interaction among educational researchers and respondents. Harvard Educational Review (co-authors, equal distribution of credit)

• Hermes, M. (2007). Moving towards the language: Reflections on language as culture in Native American education. Journal of American Indian Education.

Prof. Karl Alexander Sander Adelaar

His research includes comparative and descriptive linguistics with emphasis on varieties of Malay and the languages of Borneo (where he has conducted extensive field research), Madagascar and Taiwan. He is also interested in the oral and written literary traditions of Indonesia.

• The linguistic history and variety of Malay

• The linguistic history and culture history of Madagascar

• Description of languages in West Kalimantan

• Philological analysis of 17th century texts in Siraya, an extinct Formosan language (Taiwan)

Speech Abstract

“The history and revitalisation of Siraya”

Siraya is a Formosan language which used to be spoken in Southwest Taiwan and became dormant in the second part of the 19th century. This paper gives a short overview of its history from the 17th century onwards. It also discusses efforts to revitalise Siraya that have been made by several language activists and scholars in the last thirty years, both in terms of language description (producing grammars and dictionaries, also teaching materials), the rediscovery of lost and forgotten texts, the recreation of a speech community, and the implementation of the language in teaching programmes at primary and secondary schools. Finally, it details some of the problems faced by language activists in their efforts to obtain status and recognition for the language.

Selected publications

• Adelaar, A. (2019). Dual* kita in the History of East Barito Languages. Oceanic Linguistics, 58(2), 414-425.

• Adelaar, A. (2019). The history and travels of the cultivated plants in Madagascar.

• Adelaar, A. (2019). On the history of Malagasy terms for human body parts. Malay-Indonesian Studies, Issue XXI, Festschrift in Honor of Prof. Alexander K. Ogloblin on the Occasion of his 80th Birthday, 53-89.

• Adelaar, A. (2018). Regular sound change: The evidence of a single example. Wacana, 19(2), 408-424.

• Adelaar, A. (2011). Siraya: Retrieving the phonology, grammar and lexicon of a dormant Formosan language (Vol. 30). Walter de Gruyter.