原住民學校與社區關係之探究－以臺灣三所原住民完全中學為例

Study on Relationships betweenIndigenous Schools andCommunities: Three Cases ofIndigenous Complete Schools inTaiwan

譚光鼎(Guang-Ding Tan)

《社區研究學刊》 1期 (2010/12) Pp. 1-32

https://doi.org/10.30039/JCR.201012.0001

摘要

由於同化教育之影響，世界各國原住民之固有文化受到摧殘。二十世紀中葉以後，各國原住民族開始爭取自主權力，推動實施多元文化教育。在此一趨勢之中，社區本位教育是實踐族群自主的重要途徑之一。它的功能包括促進社區文化發展，減少學生學習適應困難，落實族群自主管理，並改善學生學業成就。本研究之主要目的是在探討原住民完全中學的設置背景與現況，分析原住民完全中學與社區之互動關係，並探討原住民完全中學推動社區本位教育之問題。研究者利用兩年時間，針對臺灣地區三所原住民完全中學進行調查。所運用的方法包括訪談、觀察與文件分析。經過結果分析之後，本研究發現這些學校共同面臨以下的問題：部落距離遙遠導致學生來源流失、文化傳承理念面臨升學的現實考驗、學校教育與社區間具有明顯的疏離、學校缺乏傳統文化的專業師資與教材、學校與社區缺少協調溝通導致文化傳承態度消極。

關鍵字

社區本位教育 ； 社區本位學校 ； 原住民教育 ； 原住民完全中學 ； 多元文化教育

並列摘要

After assimilating by majority groups in 1960s, indigenous peoples began to ask for their right for self-governance. Community-based education has become one of the important actions to imply the indigenous to autonomy into practice. The aims of community-based education include: promoting traditional cultures, increasing students' learning adaptations, implementing self-autonomy managements, improving to educational performances and achievements in the indigenous students. This research aims to reveal the backgrounds and present situations of indigenous complete schools in Taiwan, and to illustrate interactions and problems between indigenous communities and complete schools to promote community-based education. Research methods were used by interviewing, participative observation and document analysis. The conclusions are as follow: (1) the high-achievement students who graduate from junior high schools in tribes intend to move to urban schools for futher learning stage, (2) the indigenous complete schools alienate from the communities around them, (3) all of indigenous complete schools are lack of subject instructors and materials for their culture, (4) indigenous complete schools are with low motivation to engage in traditional culture developments.

並列關鍵字

community-based education ； community-based school ； indigenous education ； indigenous complete school ； multicultural education