台灣課程知識處境的後殖民論述

知識的選擇、組織是課程的核心。不同的知識觀也將導致不同的課程型態的出現。究竟以往的課程論述，鮮少從後殖民的角度來思索台灣本身的課程發展。本文的最主要目的，在於從後殖民的視野，提供另一種觀察台灣課程發展的思想空間，並提醒一些可能產生效力的方向。就後殖民的知識觀而言，反對西方知識為唯一合法性，倡議理解全球不同文化主體對於知識多樣性與豐富度的貢獻為其主要的理念。而其採用的手法則是積極的解構知識與權力之間的關係，使人體認到知識與權力之間相生相映的結構關係。而這種解構，目的在於重構另一種比較公平的權力關係，使少數、邊緣、被壓抑、被宰制的話語重新獲得論述的舞台，重新被加以認識。要使這種力量開展起積極正向的作用，必須強調的是知識本身的實踐力，以及本土知識分子在知識傳播與耕耘上的反省與責任。以後殖民的知識觀來論述台灣自日據以來課程的知識處境，所見的走過往日據時代「同化」政策下對漢人文化的湮滅；戒嚴時代對台灣文化的消音。另則是西方課程知識的全盤移植與架接；對內部弱勢族群的污名與偏見。而鄉土教育課程努力還原台灣本土文化應有位置的努力；以及九年一貫課程改革中，知識權的重新論述，都可視為展開於未來可見得的一些去殖民化的曙光。

關鍵字

課程知識；權力；後殖民主義；去殖民

並列摘要

Knowledge is the important subject in curriculum. To discuss curriculum knowledge in different point of view will be helpful for curriculum development. The main purpose of this article is to discuss Taiwan's curriculum knowledge by postcolonialism viewpoint. Hope this article can offer a new angle to think about Taiwan's curriculum. As for postcolonialism, western knowledge is not the only qualified knowledge system. The scholars of postcolonialism believe all the culture subjects have their adequate knowledge. All the local, regional knowledge is a gift for human knowledge development. To re-qualify the low-ranking knowledge, we should dig and inquiry the complicated relationship between knowledge and power. By doing so, it is possible to reconstruct the knowledge discourses.By the point of view of postcolonialism to see Taiwan's curriculum knowledge, since under the Japanese administration, the enforcement of martial law era, and even now, the curriculum knowledge shows the direct, indirect, and inner oppressions from the colonialism force. Although Taiwan's curriculum knowledge is still under the domination of some sovereignty, the native education curriculum and the k-9 curriculum reform go along toward decolonizing.