邁向民族學校？我國曙光國民中小學設置現況、政策與紐西蘭民族學校辦學模式之比較。

Moving Towards Ethnic Schools? A Study on the Comparisons of the Current Establishment and Policy Between Shu Kuang Elementary and Junior High School in Taiwan and the Ethnic Education in New Zealand.

蔡政儒(Cheng-Ju Tsai)

指導教授 ： 張建成 ； 林明地

國立中正大學/教育學院/教育學研究所/碩士(2013年)

摘要

本研究以位於我國原住民部落的曙光國民中小學之設置現況、我國民族學校之相關政策、成功復興毛利文化的紐西蘭民族學校進行比較，探究我國民族學校設置之理論與實踐。研究者以歷史研究法、訪談、文件分析、比較等研究法，獲得結論如下：
一、我國民族學校已有法源基礎，但政策定義不明。
二、曙光國民中小學無法實踐我國民族學校政策與理念，強調「一般化」，邊緣「民族化」。
三、民族學校議題未於美麗族部族中形成討論，民族意願並未表達；紐西蘭民族學校依民族意願設置，社區有共識，家長有充分選擇權。
四、紐西蘭毛利人口比例、維坦基條約等背景有利其原住民爭取民族學校。
五、紐西蘭設置民族學校的過程是「由下而上」，我國目前的模式是「由上而下」。
六、紐西蘭民族學校課程由教育部從國定課程綱要向下融入，我國依《原住民族教育法》規定納入課程，但成效不彰，另有民族教育由原民會負責推動。
七、紐西蘭民族學校辦學模式的關鍵為「浸滲式語言」，以毛利語言及文化進行學習；我國民族學校辦學模式以附加「民族教育」為重點，以漢人語言與文化進行學習。
八、紐西蘭民族學校教師幾乎全為毛利人，且皆能說毛利語；曙光國中小原住民教師比例偏低。
九、紐西蘭民族學校擁有經費及自主管理權，我國為中央集權。
十、紐西蘭民族學校從學前教育─語言巢開始，臺灣原住民語言流失嚴重，民族學校是否復興語言是一大難題。
最後，依據上述研究結論，提出對我國民族學校以及未來研究之建議。

關鍵字

民族教育 ； 民族學制 ； 原住民族 ； 民族學校

並列摘要

The study was conducted on the basis of the comparison between the current setting of Shu Kuang aboriginal elementary and junior high school, the related policy concerning ethic schools in our country and the successful revival of aboriginal ethnic education for Maori in New Zealand so as to examine the theory and practice of establishing ethnic schools in Taiwan.Researchers have reached a conclusion by means of studying history, interviews, document analysis and comparisons.
1. Our ethnic schools have a legal basis, but the definition of the policy is obscure.
2. The Shu Kuang Elementary and Junior High School was unable to put into practice the policy and philosophy of our aboriginal ethnic education, which emphasize on generalization and marginalize nationalization.
3. The discussion of aboriginal ethnic education in May-Li tribe failed to create an agenda; therefore, the intention of the tribe was not fully expressed.
4. What with the proportion of Maori's population in the New Zealand and what with the Treaty of Waitangi background, it is favorable for the aborigines to strive for their ethnic schools.
5. Tthe process of setting ethnic schools in New Zealand is "bottom-up", while in Taiwan the current model is "top-down."
6. The ethnic education curriculum in New Zealand are set by the Ministry of Education syllabus and implemented down into the country, while our country stipulates that the curriculum merge the syllabus according to the "Education Act for Indigenous Peoples" , but ineffective. It leaves the Council of Indigenous Peoples to take the responsibility to promote the ethnic education.
7. The key for New Zealand ethnic education to run is " immersion Maori programs" which is conducted in Maori language and its individual culture, while the mode of our ethnic education is run by means of additional "national education" and the uses of Han Chinese language and Han culture for learning.
8. Most teachers in New Zealand ethnic schools are of Maori descent and they are all capable of speaking Maori language; the ratio of aboriginal teachers in Shu Kuang Elementary and Junior High School is rather low.
9. New Zealand national schools enjoy the autonomy of its finance and management, while in Taiwan the schools are supervised by the government.
10. In New Zealand ethnic schools, the language nests start out from preschools. In Taiwan, owing to the serious loss of aboriginal languages, the retrieval of aboriginal languages remains a major concern whether ethnic schools will be able to revive or not.
Finally, based on the above-mentioned conclusions, I propose my perspectives for our aboriginal ethnic education and future research as well.

並列關鍵字

Ethnic academic ； Indigenous people ； Ethnic schools ； Ethnic education

參考文獻

張建成（2007）。獨石與巨傘─多元文化主義的過與不及。教育研究集刊，53（2），103-127。

許添明、張琦琪（2002）。原住民學校推動社區本位教育之研究。教育研究集刊，48（4），103-134。

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蔡志偉（2010）。毛利傳統知識與部族善治。臺灣原住民研究論叢，8，29-46。

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