原住民完全中學的實施現況與挑戰:以蘭嶼高級中學為例
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2012-09-??
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國立台灣師範大學教育學系
Department od Education, NTNU
Department od Education, NTNU
Abstract
建立以原住民為主體，符合原住民需求的教育體系，是原住民社區本位教育的重要理念，而此理念亦納入我國的《原住民族教育法》中。本研究以全國第一所原住民完全中學蘭嶼高級中學為例，進行個案研究，希望由原住民社區本位教育的理論觀點出發，瞭解在地師生及居民的經驗和想法，重新解讀該校在完全中學原訂目標上的實施現況，及其面臨的挑戰。研究時間為2007 年8 月至2008年7 月，蒐集資料的方法以師生和社區人士的訪談為主，並輔以部分時間的田野觀察o 研究結果發現，蘭嶼成立完全中學的成效包括:提供最弱勢學生的升學和學習機會;透過完全中學經費的溢注，提高城鄉高中教育均衡發展的可能性;以及透過文化融入課程與相關活動，促進學校社區化等。然而因為社區和在地參與仍有限，所以官方的政策或經費運用，無法完全符合當地真正的需求，更遑論激發社區對教育的主體性和能動性。
Indigenous community-based education argues that indigenous peoples are the subject of educational systems and institutions whose needs should be fulfilled. This concept is also reflected in Indigenous Education Law in Taiwan. This case study is based on the theory of indigenous community-based education and focuses on the first indigenous integrated secondary school in Taiwan, Lan-Yu High School, trying to understand the implementation of the school and the challenges it faced. The research was conducted from August 2007 to July 2008. Its data was collected through interviews with teachers, students, and community members, as well as by participant observation. The findings showed that the integrated secondary school improved educational equality for the most disadvantaged students, that the financial subsidies helped to promote balanced development of secondary education, and that the cultural curriculum improved the relationship between the school and the community. However,neither the policy nor the budget could totally fit local needs because there was limited participation from the community and the schools. Therefore, the indigenous community remained to be mobilized and empowered to participate in the running ofthe school.
Indigenous community-based education argues that indigenous peoples are the subject of educational systems and institutions whose needs should be fulfilled. This concept is also reflected in Indigenous Education Law in Taiwan. This case study is based on the theory of indigenous community-based education and focuses on the first indigenous integrated secondary school in Taiwan, Lan-Yu High School, trying to understand the implementation of the school and the challenges it faced. The research was conducted from August 2007 to July 2008. Its data was collected through interviews with teachers, students, and community members, as well as by participant observation. The findings showed that the integrated secondary school improved educational equality for the most disadvantaged students, that the financial subsidies helped to promote balanced development of secondary education, and that the cultural curriculum improved the relationship between the school and the community. However,neither the policy nor the budget could totally fit local needs because there was limited participation from the community and the schools. Therefore, the indigenous community remained to be mobilized and empowered to participate in the running ofthe school.