<?xml version="1.0" encoding="UTF-8"?><rss xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:content="http://purl.org/rss/1.0/modules/content/" xmlns:atom="http://www.w3.org/2005/Atom" version="2.0"><channel><title><![CDATA[ming-chun-hsieh]]></title><description><![CDATA[ming-chun-hsieh]]></description><link>https://www.mingchunhsieh.org/writing</link><generator>RSS for Node</generator><lastBuildDate>Tue, 27 Oct 2026 08:17:47 GMT</lastBuildDate><atom:link href="https://www.mingchunhsieh.org/ja/blog-feed.xml" rel="self" type="application/rss+xml"/><item><title><![CDATA[沉默的層次]]></title><description><![CDATA[有一格畫面，背景充滿寂靜。 我暫時將沉默整理成七種可能狀態：理解中、觀察中、不確定中、禮貌性、自我保護、抵抗性、被排除。 他可能還在聽取資訊、整理觀點、轉換語言；另一個他，正在觀察判斷發言順序、感受同儕的關係與教室規則；還有一個他，還無法想到完整答案，不願意過早表態；更或許他在等待其他人說完，避免打斷或過度突出；也或許另一個他就是個完美主義，避免犯錯、被嘲笑、被標記或失去面子；更有一個頑強的他，不願接受活動規則、拒絕被迫揭露或表態；最後還有個他，沒有適合的發言入口，甚或他的聲音微弱，未被承接著。 我們來給這個畫面，一個場景。在國際學校的跨文化這個空間裡。 若是如此，「沉默的孩子，是否被當成沒有參與？」一個教與學的空間，孩子怎樣表現才有資格被視為正在參與？ 我們可能直覺地說：喔，他可能語言程度不夠好。或許。 但這些看似個人的猶豫，其實發生在一套具體的參與秩序之中。 誰能快速流利地表達、什麼樣的語氣被視為有自信、哪一種反駁的聲音馬上被視為有建設性，往往都是被視為有參與。但這個「他有參與」的標準，排除了沉默者。 是否該有人來檢查這套由文化與教育慣例所建立的「參與」標準。...]]></description><link>https://www.mingchunhsieh.org/zh/post/%E6%B2%89%E9%BB%98%E7%9A%84%E5%B1%A4%E6%AC%A1</link><guid isPermaLink="false">6ae0475462ff045f557976ce</guid><pubDate>Tue, 27 Oct 2026 06:43:21 GMT</pubDate><dc:creator>Sammi Hsieh</dc:creator></item><item><title><![CDATA[Layers of Silence]]></title><description><![CDATA[Imagine a single frame, silence filling the background. For now, I have organized silence into seven possible states: processing, observing, uncertainty, politeness, self-protection, resistance, and exclusion. One student may still be taking in information, organizing ideas, or moving between languages. Another may be observing the order in which people speak, sensing the relationships among classmates, and trying to understand the rules of the classroom. One may not yet have formed a...]]></description><link>https://www.mingchunhsieh.org/post/layers-of-silence</link><guid isPermaLink="false">6adf539484fa5b2665a56ec0</guid><pubDate>Mon, 26 Oct 2026 13:26:35 GMT</pubDate><dc:creator>Sammi Hsieh</dc:creator></item><item><title><![CDATA[The Unease Left by the Booker-Winning Taiwan Travelogue]]></title><description><![CDATA[Are We Obsessed with "Translating"  Difference in Architecture and Education? When I first opened the table of contents of Taiwan Travelogue, it appeared to be a translated 1938 travelogue by the Japanese author Chizuko Aoyama. It reads like a culinary tale set during the Japanese colonial period, using the longitudinal railway as its spatial axis and local cuisine as its connecting nodes, documenting the interactions between the Japanese author and her Taiwanese interpreter. Yet, the book...]]></description><link>https://www.mingchunhsieh.org/post/the-unease-left-by-the-booker-winning-taiwan-travelogue</link><guid isPermaLink="false">6adf1c8184fa5b2665a502eb</guid><pubDate>Mon, 26 Oct 2026 09:34:15 GMT</pubDate><dc:creator>Sammi Hsieh</dc:creator></item></channel></rss>