一位魯凱族校長推展原住民民族教育之個案研究

本研究以一位魯凱族國小校長為研究參與者，透過深度訪談及文件分析進行探究，旨在瞭解個案校長的文化認同發展，進而如何將文化認同化為推展民族教育之理念與實踐作為，以及推動過程中所遭遇的困境與因應之道。本研究所獲致結論如下：一、個案校長之族群認同發展歷經未蒙、挫敗與重建、正向發展三階段，並受先賦條件、政策環境、人格特質、重要他人和族群使命感五項因素影響。二、個案深受個人族群認同與教育使命影響，形塑其多元觀的民族教育理念。三、推動民族教育方面，採取整合性在地文化課程、掌握原住民藝術特色、結合部落資源、校園情境營造、展現學生音樂成果五策略。四、推動遭遇困境有：文化課程節數不足、經費缺乏延續性、教師在地文化知能不足、原住民師資晉用、家長與部落認同態度。五、本研究提出五項建議：政策修訂與放寬、民族教育經費調整與評鑑、教師文化知能提升、落實原住民教師晉用，以及賦予家長與部落教育責任。

關鍵字

原住民校長；族群認同；原住民民族教育

並列摘要

This study was aimed at a Rukai Tribe's principal and selected him as a participant to explore his identity of tribal culture by way of using qualitatively in-depth interviews and document analyses, to realize the ideal and process behind his actions, and to understand his dilemma and coping strategies in promoting Rukai Tribe's education. The findings were summarized as follows: 1. The identity development of this case was divided into three periods: unenlightened, frustrated and reconstructed, and developed. 2. The case principal focused on respecting tribal students' mainstream culture, teachers' identities and multi-cultural literacy, as well as the combination of school and tribe. 3. There were five characters in facilitating indigenous education: (1) to develop systematically local cultural curriculum; (2) to know the fine arts of aboriginals well; (3) to be linked with tribal resources; (4) to construct schoolyard environment; (5) to issue one CD per school 4. The dilemmas of setting indigenous education into action were: (1) the lack of cultural curriculum; (2) the employments of aboriginal teachers; (3) the lack of the budgets for tribal education; (4) lack of knowledge in aboriginal cultures for in-service teachers; (5) the identity gaps between students' parents and tribal cultures. 5. The case principal offered the following suggestions: (1) to refine and to deregulate flexible indigenous education policy; (2) to seek and evaluate the funding support of tribal education; (3) to promote in-service teacher education to learn tribal culture (4) to suggest formulating tribal agreements and development targets for all Rukai tribe parents.

並列關鍵字

aboriginal principals ； ethnic identity ； indigenous education

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