原住民族知識在文化回應課程中的可能性初探

Integrating Indigenous Knowledge in Culturally Responsive Curriculum

周惠民(Hui-Min Chou)

《台灣原住民族研究學報》 1卷2期 (2011/06) Pp. 167-190

https://doi.org/10.6396/JTIS.201106.0167

摘要

本文主要在探討原住民族知識在教育中的價值，以及在文化回應課程中應用的可能性。首先，將討論原住民族知識的意義與特性，從教育的角度進一步分析原住民族知識與學校教育的關係。其次，從分析訪談資料，了解文化與教育之間的關聯性，為什麼原住民學生需要文化回應式的教育？文化回應課程如何兼顧一般學科的學習等問題，將是本文嘗試回答的問題。最後，本文將以我國九年一貫課程綱要為基礎，初擬一個原住民族知識在課程綱要中的架構，作為未來發展文化回應課程的依據。

關鍵字

原住民族知識 ； 文化回應課程 ； 原住民族教育

並列摘要

In recent years, the Indigenous peoples' calling for the self-determination in education and culture rights has been on the increase worldwide, in the hope that Indigenous youths understand and appreciate their heritage. To all Indigenous peoples, knowledge and language inheritance relate to the continuity of culture, and they also appear truly vital for the sustainable living. Thus, this paper focuses on the implications and possible applications of the Indigenous knowledge (IK) in education. It also looks at the relationship between Indigenous knowledge and schooling. Secondly, this paper will try to answer questions such as why do indigenous students need culturally responsive education, and how do culturally responsive curriculum integrates into school curriculum. The 1-9 Grad curriculum guidelines will be used as a framework to create IK curriculum.

並列關鍵字

Indigenous knowledge ； culturally responsive curriculum ； indigenous education