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Title: 留日敘事的自我建構--臺灣日治時期回憶錄的跨界意識
Taiwanese Overseas Students' Self-construction in Memoir Writings: The Awareness of Boundary Crossing during the Japanese Ruling Period
Authors: 國立臺灣師範大學台灣語文學系
Issue Date: 1-Dec-2012
Publisher: 臺灣國際研究學會
Abstract: 台灣日治時期留學日本的記憶,蘊含文化差異的觀察;這些經過時間淬煉的記憶,又牽涉到空間移動的議題,因而別具意義。以往研究留學生文學多以小說的分析為主,然而,回憶錄為作者反芻生活感受的書寫,其留日敘事亦為探究自我建構的代表性文本。殖民地台灣到日本留學的經驗書寫中,多透露從他者的想像,而發現差異並影響心理的轉折。探索回憶錄留日敘事情節、人物形象塑造或表現策略,以及空間場景所呈現的心境等敘事手法,有助於理解這些知識份子的跨界意識。本文以日治時期曾到日本留學的楊肇嘉、杜聰明、張深切、陳逸松、劉捷、巫永福、吳新榮等人的回憶錄為研究素材,分從作者的敘事位置、形構留日的校園經驗、再現文化差異等面向,釐析字裡行間隱喻殖民現代性及衍伸認同議題的意義。
During the Japanese Ruling Period, many memoir writings by Taiwanese overseas students in Japan were rich in observation on cultural differences between their homeland Taiwan and Japan. These memories inked down in words are particularly significant due to their fermentation through time and coverage of an important topic-movement through space. Research on writings of Taiwanese overseas students was used to focus on analysis of novels; however, by showing more intimacy with writers' personal and daily life, and more closely reflecting their feelings, memoir writings can also be justified as primary texts for understanding the process self-construction among Taiwanese overseas students in Japan. From most of memoir writing by these overseas students, they tended to reveal how imaginations of others upon themselves affect their psychological transition on the unfamiliar land. By looking carefully at various narrative strategies, such as general plotlines of memoirs, characterization and representations of characters, the emotional landscape deriving from space, we can gain a better understanding of these overseas students' awareness of boundary crossing. The following discussion will be primarily based on memoirs by some overseas students, who later on became prominent literati-Yang Zao-Jia, Dr. Tu Tsung-Ming, Chang Shen-Chieh, Chen Yi-Song, Liu Chieh, Wu Yong-Fu, and Wu Hsin-Jung. The analysis will employ different perspectives, such as these writers' narrative positions, reconstruction of their campus experiences and their representations of cultural differences, and from which we can clarify their colonial modernity in metaphors and meanings of derived issues on identity.
ISSN: 1816-2622
Other Identifiers: ntnulib_tp_B0603_01_015
Appears in Collections:教師著作

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