頁籤選單縮合
| 題 名 | 「抵殖民研究方法論」及其原住民族教育研究的應用="Decolonizing Methodology" and Its Application for Research on Indigenous Education |
|---|---|
| 作 者 | 王前龍; | 書刊名 | 慈濟大學教育研究學刊 |
| 卷 期 | 5 2009.07[民98.07] |
| 頁 次 | 頁83-103 |
| 分類號 | 529.47 |
| 關鍵詞 | 原住民族教育; 自決; 抵殖民; 方法論; 參與式行動研究; Indigenous education; Self-determination; Decolonization; Methodology; Participatory action research; |
| 語 文 | 中文(Chinese) |
| 英文摘要 | In Taiwan, Indigenous education has long been mainly characterized based on the ideas of multicultural education and educational equality, but it should be much more clearly characterized based on the idea of “decolonization”. In Taiwan, the “Indigenous Peoples” has been an ideological construction of pan-indigenous identity only since 1983, to mobilize Indigenous Movement and to pursuit the right of “self-determination” in the Constitution Amendment of 1997. Based on the Constitution Amendment, Indigenous Education Act was promulgated in 1998, and the “education for indigenous culture” in the Act can be considered as the core of “education for decolonization”. However, it still can not escape from the conditions of “internal colonization” as not so many educators are indigenous and the resources from government are not integrated. Thus, based on the idea of “decolonizing methodology” and “indigenous research agenda” of Linda Tuhiwai Smith from NZ, indigenous educators in Taiwan should be mobilized to make change with “participatory action research”, which is also based on Critical Theory. Also based on the idea of “intercultural research”, the non-indigenous researchers at University can play the role of outside agent to cooperate with inside indigenous educators, to organize interschool network for decolonizing indigenous education. |
本系統中英文摘要資訊取自各篇刊載內容。