以文化平權觀點探討校園表演藝術活動之研究－以花蓮縣萬榮國小合唱團為例
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2020
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Abstract
近年來，「文化平權」的提倡備受關注，卻多以身心障礙者及新移民族群為主要推動族群。研究者曾深入偏鄉校園，看見校園活動發展的意義與價值，因此本研究選擇以「偏鄉原住民」為主要研究族群，並以「花蓮縣萬榮國小合唱團」為主要研究對象，探討萬榮國小如何透過表演藝術校園活動「合唱團」，實踐文化平權之內涵。
本研究以文化平權之核心概念切入，探討萬榮國小合唱團發展校園藝術活動之概況與困難，深入認識個案之背景，並了解偏鄉原住民學校經營校園活動，可能面臨之問題；同時，研究萬榮國小合唱團，對於太魯閣文化的保存與延續有何影響、如何影響，更進一步了解合唱團對於學校成員與家長之文化近用的影響；最後，瞭解合唱團之資源概況與運用方式，以及合唱團之經營，對學生文化權利的展現及心理發展所產生之影響。
依據研究結果顯示，萬榮國小經營校園活動「合唱團」，有助於太魯閣文化之保存與傳承，提升與他族文化間的相互近用，爭取外部資源的挹注，並且充分展現文化權利，促進學生之正向心理發展，落實文化平權之內涵。
期以透過本研究的討論與結果發現，給予偏鄉原住民小校、文化平權推動人員以及相關研究之研究者建議與參考，共同促進文化平權之落實與推動。
In recent years, the promotion of “cultural equity” has been gradually emphasized. However, people mostly focus on persons with disabilities and new inhabitants. The researcher has delved into rural schools and realized the importance of campus activities. Thus, this thesis chose “rural indigenous peoples” as main papulation, and selected “the chorus of rubas elementary school” as main subject, which realized cultural equity by school performing arts activities. This thesis is based on the value and idea of cultural equity, analyzing the situation and difficulties within the chorus of rubas elementary school, and discussing how the chorus effected Truku cultural preservation and inheritance. Besides, the thesis reached a better understanding of cultural accessibility for parents and school members, and understood the usage of resources which they had. Finally, how the student showed their cultural rights and the influence to their mental development were pointed out. According to the results, the chorus of rubas elementary school contribute to Truku cultural preservation and inheritance, cultural exchange with other groups, and the promotion of social resources. The chorus fully demonstrated the rights of Truku cultural, the positive influence of students’ mental development, and the practice of cultural equity. The results of this research seek to provide rural indigenous schools, promoters of cultural equity and researchers a reference from a different perspective, and to be beneficial for future implement.
In recent years, the promotion of “cultural equity” has been gradually emphasized. However, people mostly focus on persons with disabilities and new inhabitants. The researcher has delved into rural schools and realized the importance of campus activities. Thus, this thesis chose “rural indigenous peoples” as main papulation, and selected “the chorus of rubas elementary school” as main subject, which realized cultural equity by school performing arts activities. This thesis is based on the value and idea of cultural equity, analyzing the situation and difficulties within the chorus of rubas elementary school, and discussing how the chorus effected Truku cultural preservation and inheritance. Besides, the thesis reached a better understanding of cultural accessibility for parents and school members, and understood the usage of resources which they had. Finally, how the student showed their cultural rights and the influence to their mental development were pointed out. According to the results, the chorus of rubas elementary school contribute to Truku cultural preservation and inheritance, cultural exchange with other groups, and the promotion of social resources. The chorus fully demonstrated the rights of Truku cultural, the positive influence of students’ mental development, and the practice of cultural equity. The results of this research seek to provide rural indigenous schools, promoters of cultural equity and researchers a reference from a different perspective, and to be beneficial for future implement.
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Keywords
文化權利, 文化平權, 文化近用, 合唱團, 心理發展, 校園活動, Cultural Rights, Cultural Equity, Cultural Accessibility, Chorus, Mental Development, School Activities