文化、社區與原住民幼兒教保人員培育：以加拿大維多利亞大學的第一民族(first nation)夥伴計畫為例

Culture, Community and Indigenous Early Childhood Teacher Education: First Nations Partnership Programs as an Example

張耀宗(Jhang-Yao Zong) ； 楊雯齡(Yang-Wun Ling)

《幼兒保育學刊》 7期 (2009/08) Pp. 95-106

https://doi.org/10.6433/JCC.200908.0095

摘要

本文主要描述原住民長期接受漢人同化教育，導致知識主體的喪失，文化認同也跟著消失殆盡。由於台灣具有多元文化存在的事實，是一項值得自豪的珍貴寶藏；假如繼續實施一元（漢人）的文化教育，將使得多元文化所展現蓬勃生機消聲匿跡。由於幼兒教育是正式教育的前哨站，是文化認同奠基的起點，原住民如能從小接受屬於自己的文化知識，將可使文化認同有屹立不搖的基礎。假如原住民幼兒教保人員培育，能充分執行傳遞文化知識的任務，將可避免原住民遭受同化的命運。本文並以加拿大維多利亞大學的第一民族(first nation)夥伴計畫為例，提出原住民幼兒教保人員培育之啟示。

關鍵字

文化 ； 社區 ； 原住民 ； 幼兒教保人員

並列摘要

This writing is mainly to describe that Taiwan indigenous people have been accepting assimilated education through Chinese education for a long time. They lost their epistemological subject and cultural identity under official education. Due to multicultural fact in Taiwan, it is a precious treasure. If keeping on one dimension cultural education, we may interrupt the vividness of multi-culture. Because earlychildhood education is a starting point for schooling and the foundation for cultural identity, if indigenous children could accept their cultural knowledge from childhood, it would build the foundation of cultural identity in their minds. When indigenous preschool teachers transmit cultural knowledge to children sufficiently, it can avoid indigenous people to accept assimilated education again. In this writing, and First Nations Partner Program of University of Victoria of Canada as an example, and finds out how to implicate on indigenous early childhood teacher education.

並列關鍵字

culture ； community ； indigenous ； early childhood teacher education