大專原住民歷史與當代原住民議題課程探究

原住民接受高等教育的比例一直偏低，2006年開始，台灣已經有超過八成的年輕人接受高等教育，但原住民接受高等教育的比例直到2012年才超過50%，至今仍不超過55%。2012年開始，教育部鼓勵各大專院校設立原住民專班，至2018年已經開設超過30個專班，每年名額超過1000人，佔全部原住民大專學生的一成至兩成。但在大專院校當中，只有少數學校提供少量的原住民文化、語言課程，關於原住民歷史與當代處境的課程相當少。筆者嘗試為大專原住民學生建立「原住民歷史」及「當代原住民議題」課程，幫助原住民年輕人認識自己族群的歷史、思考自己族群面臨的處境。筆者根據弗雷勒的受壓迫者教育學、bell hooks的交融教育學、班克斯的多元文化教育等理論，設計這兩門課程，再透過文獻分析法、參與觀察法、行動研究等方法，建立兩門課程的課程大綱，整理合適的課程主題，收集許多適合學生閱讀的資料，整理出可以引導學生思考討論的問題以及讓學生對課程更有興趣的方法。筆者自2015年下半年開始在大學原住民專班教這兩門課程，不斷根據學生的反應修改課程內容與教學方法，目前已完成五次教學。本研究發現，如果課程主題有許多適合學生閱讀的文章、觀看的影片等資料以協助學生進入狀況，大部份學生都很有興趣。一半以上的學生會認真準備課堂上的分組口頭報告，以及期末的個人作業。這兩門課程可達成課程目標包括：讓學生習慣以原住民為主體的觀點思考；讓學生詳細觀察分析自己周圍的環境，覺察自己如何存在於這個世界，相信世界是有可能改變的；讓學生將課堂知識連結自己的經驗，解釋所發生的事情；讓學生進入班克斯的多元文化教育第三階段轉化途徑，從不同族群的角度理解人事物，甚至進入第四階段行動途徑，採取行動以建立更公正的社會。年紀較長的學生對這兩門課程的反應更熱烈，討論與口頭報告都呈現豐富的經驗和見解。

關鍵字

原住民；高等教育；課程；原住民歷史；當代原住民議題；受壓迫者教育學；交融教育學；多元文化教育

並列摘要

The proportion of indigenous people getting higher education has been low. Since 2006, more than 80% of students in Taiwan have received tertiary education, but the proportion of indigenous students receiving higher education did not exceed 50% until 2012, and it has not yet exceeded 55%. Since 2012, the Ministry of Education has encouraged colleges and universities to set up Indigenous Program for indigenous students. By 2018, more than 30 Indigenous Programs have been set up, with an annual quota of more than 1,000 students, accounting for 10% to 20% of all indigenous college students. But among the colleges and universities, only a few schools offer a small number of indigenous culture and language courses, and there are very few courses on the history and contemporary situation of indigenous people. The author attempted to establish courses on "Indigenous History" and "Contemporary Indigenous Issues" for indigenous college students. The author developed the two courses based on Paulo Freire’s Pedagogy of the Oppressed, bell hooks' Engaged Pedagogy, James A. Banks’ Multicultural Education and other theories. Through literature analysis, participatory observation, action research and other methods, the author established the syllabus of the two courses, sort out suitable course topics, collect many materials suitable for students to read, sort out the problems that can guide students to think about and discuss, and how to make students more interested in the course. The author had taught these two courses since 2015, and continuously modified the course content and teaching methods according to students' responses. This study found that, if there were articles or videos about the subject suitable for students, most students are very interested in the content of the course. More than half of the students will carefully prepare the group oral report in the class, and the personal assignment at the end of the semester. The two courses can achieve the course objectives including: let students get used to thinking from the perspective of indigenous people; let students observe and analyze their surroundings in detail, perceive how they exist in this world, and believe that the world may change; let students connect classroom knowledge to your own experience and explain what happened; let students understand people and things from the perspective of different ethnic groups, and even take action to change the society. Older students responded more enthusiastically to the two courses, and the discussions and presentations presented their experience and insights.

並列關鍵字

Indigenous ； Higher Education ； Curriculum ； Indigenous History ； Contemporary Indigenous Issues ； Pedagogy of the Oppressed ； Engaged Pedagogy ； Multicultural Education