原漢雙族裔女性教師之族群認同敘說探究

本文旨在探討一位原漢雙族裔女性教師Maya對於原住民身分選擇和族群認同的生命經驗故事，採敘說探究方式，透過訪談、觀察及文本分析等方式蒐集資料，在與研究參與者持續的互動過程中，組織成完整有意義的生命故事。研究結論發現，一、原漢雙族裔教師Maya對自己的原住民身分與文化認同，是一段長期在「自我接受」與「環境影響」下的抉擇過程。二、法律上認可的原住民身分及整體的原鄉文化氛圍，觸動了Maya心靈深處屬於母親原民文化的族群認同。三、隨著生命經驗的豐富及對多元文化教育的探究與省思，Maya對自己的原漢雙族裔身分與雙邊文化認同有很好的調適能力。本研究亦期望能透過研究參與者的生命故事，培養更具友善、包容、肯認等多元文化素養環境，期使台灣文化更具包容性及蓬勃發展。

關鍵字

原漢雙族裔教師；族群認同；敘說探究

並列摘要

The purpose of this article was to explore a biracial (Han and Bunun) female teacher, Maya, and her life experience story about aboriginal identity selection and ethnic identity. It adopted a narrative method and collected data through interviews, observation and document analysis. By interacting with the participant, the study was organized into a complete and meaningful life story. The study concluded that, first, Maya, a biracial teacher of the Han-Bunun ethnicity, has a long-term decision-making process under the influence of ＂self-acceptance＂ and ＂environmental influence＂ regarding her indigenous identity and cultural identity. 2. The officially recognized indigenous identity and the overall cultural atmosphere of the tribe had touched Maya's deeply and made her identify with her mother's indigenous culture. 3. With the enrichment of life experience and the exploration and reflection of multicultural education, Maya has a good ability to adjust to her biracial and cultural identity. Through presenting the life story of Maya, the study sought to cultivate a more friendly, tolerant, affirming and multicultural environment. It also hoped to make Taiwanese culture more diverse and flourishing.

並列關鍵字

a biracial (Han-Indigenous) teacher ； racial identity ； narrative study

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