文化資產與在地社群的文化教育：以布農族家屋文化教案編纂為例

Cultural Heritage and Indigenous Education: A case study of making lesson plans about house culture for elementary school students in Bunun communities, Taiwan

林靖修(Ching-hsiu Lin)

《慈濟大學教育研究學刊》 20期 (2023/06) Pp. 135-165

https://doi.org/10.6754/TCUJ.202306_(20).0005

摘要

為了讓更多原住民族人參與文化資產永續經營，達成「在地文化資產、在地守護」的目標，本文以「布農族文化教育教案編纂」計畫為例，透過參與觀察以及和族人合作研究的公共人類學實踐的研究方法，在理論與實務經驗的對話中，解析讓文化資產維護與內涵成為原住民族文化教育的教材與教案的歷程。筆者發現：偏遠地區文化景觀之永續經營與維護，透過在地教師為主體，與大學團隊共組社群進行教材編纂，透過增能工作坊、民族教案編纂經驗分享、共識討論與實際參訪舊社等方式，社群成員向耆老學習布農族文化、邀請族語老師和教會牧師翻譯教案，編纂出的「家與家屋文化」民族教育教案，不僅收錄了耆老分享的布農族智慧，也是一本與布農族教育相關的母語資料庫。本文彰顯當代原住民族人在文化資產維護管理的重要性，也對族人教師在編纂文化教材時所面臨「原住民知識不足」、「對布農族文化不熟悉」，以及「無法完全跳脫習慣編纂教案模式」的困境與限制進行反思。

關鍵字

文化資產 ； 布農族 ； 原住民族教育 ； 教案編纂

並列摘要

This paper looks at how Bunun teachers worked together to make lesson plans about house culture for their elementary school students in Zhuoxi township in Hualien County. These teachers have begun to involve in this project of making lesson plans since 2020. The Bunun people lost their lands in the mountain areas and were forced to move to the reservations during the period of the Japanese colonialism (1895-1945). In this historical context, most of them have gradually become unfamiliar with the experiences of living in the mountain areas and indigenous knowledge. Their ancestors' stone houses in the forest have been ruined, and most of them are unable to construct or innovate stone houses as their ancestors did. In order to regain knowledge and skills of building stone house, Bunun people returned to their ancestors' land and worked with architects, anthropologists, specialists for historical heritage, to renovate a ruined stone house in 2018. After that, how to conserve and make this stone house become a site for learning Bunun culture has become a crucial issue. In this context, many teachers in elementary schools organized a project for making lesson plans about house culture in Bunun society. This paper describes the process of how indigenous teachers designed these lesson plans. Moreover, this paper illustrates how they used this opportunity to deeply and widely learn their own culture from elders while they tried to make their students easily understand house culture through these lesson plans. Finally, it discusses the advantages and disadvantages of the connection between the education for indigenous culture and the practices of conservation of cultural heritage in indigenous communities.

並列關鍵字

indigenous education ； cultural heritage ； lesson plan ； Bunun culture