原住民族文化永續教學案例研究：原民院課堂觀察與反思

A Case Study of Indigenous Culturally Sustaining Pedagogy: Class Observation and Self-Reflective Thinking in the CIS

10.6384/CIQ.202104_24(2).0007

吳天泰(Tien-Tai Wu)；陳雅玲(Ya-Lin Chen)

文化永續教學 ； 原住民族教育 ； 教育人類學 ； culturally sustaining pedagogy ； indigenous education ； anthropology of education

課程與教學

24卷2期（2021 / 04 / 01）

181 - 200

繁體中文

以原住民族文化永續教學的理論，輔以原民院課程發展方向，檢討現有的課程結構與教學方式。研究目標在於發展原住民族文化永續系統，將部落與學校結合，以落實原住民族文化整體與適性教學之理想。透過案例研究，從事教室觀察與反思之質性研究。選定教育人類學專題之課程進行原住民族教育議題之課堂觀察，探討在開放的討論氣氛下，師生在課堂上所關心的焦點與互動的情形。並且透過跨域合併教學，聘請共同講師與實施課外教學活動，開發跨領域原住民族文化共同議題。研究之進行，能瞭解現有教育現場之情況與挑戰，並能共同協商，提出具原住民族文化內涵的課程設計與民族文化永續教學之具體建議。

Using Culturally Sustaining Pedagogy to evaluate Colleges of Indigenous Studies' curricula, this study examines the teaching processes and outcomes concerning indigenous cultures mainly in the anthropology of education seminar classes. By class observations and self-reflective thinking, we try to find significant issues related to culturally sustaining systems. To cross the boundary of current disciplines, we invite scholars and tribal elites to design various teaching activities for combining courses based on indigenous cultural issues. We try to create common grounds for indigenous cultural sustaining and revitalization in higher education.

1. 黃家凱(2018)。臺灣原住民族高等教育政策分析。教育研究與發展期刊，14(3)，33-64。
   連結：
2. Audrey, R.(2012).Canada,University of Manitoba.
3. Cheng, S. Y.,Jacob, J.(2008).American Indian and Taiwan Aboriginal education: indigenous identity and career aspirations.The Asia Pacific Education Review,9(3),233-247.
4. Frawley, J.,Larkin, S.,Smith, S.(2017).Indigenous pathways and transitions into higher education an introduction.Indigenous pathways and transitions into higher education,Singapore:
5. Gallop, C.(2016).Supporting success: aboriginal students in higher education.Canadian Journal of Higher Education,46(2),106-244.
6. Huaman, E. S.,Abeta, S.(2018).Indigenous teachers and learners.Anthropology & Education,49(2),201-209.
7. Jacob, J.,Cheng, S. Y.,Porter, M. K.(2015).Global review of indigenous education.Indigenous Education,Germany:
8. Keskitalo, P.,Uusiautti, S.,Maatta, K.(2012).How to make the small indigenous cultures bloom?.Current Issues in Comparative Education,15(1),52-63.
9. Kleinfeld, J.,Cooper, J.,Kyle, N.(2003).Postsecondary counselors: a model for increasing native Americans college success.Journal of American Indian Education,27(1),1-6.
10. Lee, T.,McCarty, T.(2014).Critical culturally sustaining revitalizing pedagogy and indigenous education sovereignty.Harvard Educational Review,84(1),101-124.
11. Lee, T.,McCarty, T.(2017).Upholding Indigenous education sovereignty through critical culturally sustaining/revitalizing pedagogy.Culturally sustaining pedagogies,New York, NY:
12. Martinez, D.(2014).School culture and American Indian educational outcomes.Procedia,116,199-205.
13. Masta, S.(2018).Strategy and resistance.Anthropology & Education,49(1),21-35.
14. Morgan, D.(2003).Appropriation, appreciation, accommodation.International Review of Education,49(1-2),35-49.
15. Wilson, M.,Ballard, C.(2017).Safeguarding and mobilising intangible cultural heritage in the context of natural and human-induced hazards. Desk Study.Paris, France:UNESCO.
16. 吳天泰,陳雅玲(2010)。我們這一班：三個原住民研究生的教育成長歷程。人類學視界，27，5-16。
17. 吳天泰,謝吳泯,李沛恩(2016)。搭建原民院與Rinahem部落之間的橋樑：課程設計與社區參與之案例研究。原住民族文化的教學研究，花蓮縣:
18. 黃約伯,劉秋玲,丁進添(2017)。在地取向、課程與原住民：教育人類學的觀點。課程研究，12(1)，89-110。

1. (2021)。台灣高等教育原住民族文化知識發展之研究：以多元文化溝通課程為例。臺灣人類學刊，19(2)，191-245。