台灣教育人類學的發展與原住民教育

The Development of Educational Anthropology and Indigenous Education in Taiwan

吳天泰(Tien-Tai Wu)

《原住民教育季刊》 20期 (2000/11) Pp. 112-124

摘要

台灣教育人類學研究的範圍主要有四類，分別是人的本質與教育、文化觀點的教育、教育民族誌與行動研究。其中教育民族誌又可分爲三種：研究一般教育現象與問題，研究原住民教育、與教育民族誌中研究者角色的探討。在發展的趨勢上，正朝著（一）彈性的方法：科際整合、質與量的研究方法並重、泛文化比較法之應用、校際合作互助。（二）理念上的堅持：教育是一種文化傳承的過程、多元發聲。（三）知行並重：理論與方法互相支援、理論與實務結合。這其中原住民教育，正是教育人顯學能將原住民的文化知識，運用於教育實踐的重要領域之一，期盼台灣能培養出更多的教育人類學與原住民教育研究人才，以充實教育人類學與原住民教育的理論與方法，並對全人類文化與教育的發展提供更多具體之貢獻。

關鍵字

教育人類學 ； 原住民教育

並列摘要

In Taiwan, there are mainly four issues of educational anthropology which are human nature and education, education from cultural perspective, action study, and the ethnography of education that can be classified into three dimensions: the general education, indigenous education and roles of researchers. Anthropology and education are integrated in the field of educational anthropology. We are focusing on the development of interdisciplinary integration, inter-school cooperation, combination of qualitative and quantitative research methods, cross-cultural comparison, interaction between theory and method, support between academic study and applied project. Education is considered as the process of cultural transmission and should be polyphonic. Indigenous education is one of the well-developed fields that provide us rich cultural data and efficient strategies to encourage the development of educational anthropology.

並列關鍵字

Anthropology of Education ； Indigenous Education