本文以台灣東部一所大學和當地太魯閣族原住民小學，所協作進行的攝影課程活動為例，企圖轉化教育研究用評量語言描述學習狀態的慣習，讓原住民兒童生活世界的照護型態，顯現於這個影像學習經驗的書寫中，幫助我們重新認識偏鄉原住民兒童的學習狀態，為認肯差異的多元文化教育另闢蹊徑。有別於隔代教養與家庭功能不彰的簡單論述，這篇論文從兒童能動與多重生活世界的角度，呈現山林部落務農兼顧勞動與照顧的養育方式所提供的學習能量。在這個影像課程裡，兒童展現出「接合實踐」的學習狀態企圖連結自身所處的層疊社會系統。小朋友利用他們在課後時段的自主性，將攝影活動嵌入他們的情誼關係與課後生活，讓具有生活滲透理念的課程得以與課後生活接合。在課程裡，兒童也體現出學習可以是在看與做的往返來回之間達成，展現透過家庭親子共事傳承的技術實作中，所培養出的一種不依賴語言講解的親體學習模式。最後，兒童從集體成長歷史裡所凝聚的群性及同儕協商能力是另一種學習條件，必須被指認出來，我們才有可能去觀察與辨識群性在部落兒童學習裡的運作。

Grounded in a three-semester visual program in which a college team collaborated with Truku elementary students using photographs to explore their lives, this paper focuses on the ways that indigenous students constructed their learning experiences. The present study uses the concept of articulation to describe the process through which children connected their lives with their families and communities with the visual project taking place at school: As this visual project was aimed to infiltrate into the fabrics of children’s everyday lives, those who succeeded to negotiate with their guardians to gain full control over their after-school lives were able to incorporate the activities of photo-taking into their free time and engage in friendship-making activities. Additionally, students were raised to be involved in farming activities in which they learned by participating physically rather than listening to verbal explanations. Thus, this way of learning had been inscribed onto their bodies, moving between and sutured the worlds of school learning and community’s manual laboring. Lastly, this study found that students exuberated “groupness” as they negotiated their way with each other establishing their positions in the web of peer relations. Groupness embodied an articulated quality indicating the way that students were related to each other at school was inseparable from their relations after school. Educators need to be attuned to the dynamics of the groupness as it has been somewhat stable, yet open to change, and certainly impacted how students performed in various learning spaces, such as in the case of the visual program.