當歐洲殖民者使用歐式教育體制來教育毛利人,毛利人跟其他國家原住民一樣遭受文化流失與語言滅亡之危機。由於體制、課程的限制,使毛利學生無法進入更高的教育階段,造成毛利人的低社會階層與自信心低落。1960年代毛利人開始意識到自身文化所面臨的危機,以「瓦塔奇」條約精神要求恢復毛利文化。本文先從紐西蘭教育從1642年到1980年代歷史回顧分析,發現發展的過程「隔離」-「同化」-「統整」-「雙文化」,其間之政策雖有轉變,但毛利教育成效依舊不彰。直到1990年以後,毛利教育才有轉機,白人態度改變,一方面因爲毛利人積極爭取,一方面因爲社會同情,以「瓦塔奇」條約精神爲基礎,透過一連串的教育政策如毛利語語言巢、浸滲式教育法及毛利體制的修正,保存快滅亡的毛利文化。因此本文將從教育政策的歷史發展進入,分析其教育政策轉變及毛利人在教育中所遭遇的問題,其次探討毛利教育政策之現況,並從其中分析毛利教育成功因素,藉以對台灣原住民教育提供一些意思。
When European colonizers introduced their education system to the Maori People-an indigenous population of New Zealand-the subversive function of education was effectively concealed. At the very outset education was used to undermine Maori culture. They tried to erode the Maori Language and equality through many different policies. After 1990, education reform was carried out in. This reform emphasized: 「every child will be aware of the dual cultural heritage of New Zealand and the Multicultural nature of our society」. In order to solve the problems of Maori underachievement and Maori language revival in the education system they made many education policies such as language nest, immersion education These policies were quite successful In this study, I tried to pinpoint the successful elements of Moan Education Then a recommendation are wade to improve the status of indigenous education in Taiwan.