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「抵殖民研究方法論」及其原住民族教育研究的應用
"Decolonizing Methodology" and Its Application for Research on Indigenous Education
摘要
教育界過去多從多元文化教育或教育機會均等的觀點來探討「原住民族教育」本文認為若從「原住民族抵殖民運動及其憲法意義」，更能清楚定位之。「原住民族」是近年來台灣原住民族運動中為低抗「內部殖民」所建構之跨族群民族認同，並透過爭取「民族權」入憲而追求「內部自決」。「原住民族教育法」即據此憲法精神而訂定，本法中規定傳承文化的「民族教育」更是其抵殖民精神的核心。正因為原住民族至今仍難擺脫內部殖民的困境，故必須動員原住民族籍教育人員採取「抵殖民」的民族教育行動研究。提出此觀點最具代表性的著作是紐西蘭毛利學者Linda T. Smith所著《抵殖民的研究方法論：研究與原住民族》，書中深刻反省西方研究方法論，並在國際原住民族運動的脈絡下，提出「原住民族研究議程」，然本書尚未敘明其實際應用，並聚焦於培養原住民研究者，較忽略非原住民研究者的角色。因此，學者的後續探討指向強調原住民與非原住民協同合作的跨文化研究，以及社區內、外部成員協同合作，以「參與式行動研究」作為民族教育研究具體可行的研究方法。
並列摘要
In Taiwan, Indigenous education has long been mainly characterized based on the ideas of multicultural education and educational equality, but it should be much more clearly characterized based on the idea of ”decolonization”. In Taiwan, the ”Indigenous Peoples” has been an ideological construction of pan-indigenous identity only since 1983, to mobilize Indigenous Movement and to pursuit the right of ”self-determination” in the Constitution Amendment of 1997. Based on the Constitution Amendment, Indigenous Education Act was promulgated in 1998, and the ”education for indigenous culture” in the Act can be considered as the core of ”education for decolonization” However, it still can not escape from the conditions of ”internal colonization” as not so many educators are indigenous and the re sources from government are not integrated. Thus, based on the idea of ”decolonizing methodology” and ”indigenous research agenda” of Linda Tuhiwai Smith from NZ, indigenous educators in Taiwan should be mobi1ized to make change with ”participatory action research”, which is also based on Critical Theory. Also based on the idea of ”intercultural research”, the non-indigenous researchers at University can play the role of outside agent to cooperate with inside indigenous educators, to organize interschool network for decolonizing indigenous education.