本文勾勒臺灣教育市場化的處境與抵殖民教育的過程。作者嘗試以庶民視角探討教育者參與臺灣在地實踐知識的生發，發展庶民視域的政治行動。殖民治理思維中的偏鄉地區，常被人文社會專業工作者視為政策補助與道德教化的對象。然而家園是人民互助團結的生活實踐所在，人們在清貧生活中的主體能動性不應被簡化的理解與對待。抵殖民的政治應立足於以家園作為生命創化與社會學習的教育基地。庶民視角的教育是多層次的政治運動，其間詮釋與實踐相互論詰：既要爭奪詮釋權的領空，也要建立以庶民的家園做為抵殖民的反抗基地。在「紮根」和「移動」的雙重視域中，進行自由、公共與抵殖民的庶民政治運動。

This paper illustrates the marketization of schooling and a decolonial process of education in Taiwan. The author intends to adopt the perspective of subaltern studies to investigate the educators’ engagement in the political action for decolonialization. The author points out that the internal-colonial governors often demoralizes the subaltern as groups of people who need to be fixed or helped. In fact, the subaltern groups who live in poverty are people with dignity and subjects with self-sufficiency. The author suggests that the subaltern’s homeplaces are sites of resistance against dehumanization; they are places where people strive to create innovative lives, and also those where social learning occurs. The author suggests that there are multiple layers of political space in de-colonial politics. Making efforts to understand the subaltern life world is as important as to take political actions for people to reserve their homeplaces as sites of social empowerment. Transversal politics emphasize rooting in communities and shifting perspectives. It helps to establish solidarity among people engaging in critical transformative dialogues.