爭取文化永續自主與賦權—加拿大原住民高等教育政策的發展

Striving for Cultural Sustainable Autonomy and Empowerment: The Development of Canadian Aboriginal Higher Education Policy

10.29910/TJIS.200903.0002

吳得源(Der-Yuan Wu)

賦權 ； 加拿大首要民族 ； 自治 ； 高等教育 ； 由下而上 ； empowerment ； Canada's First Nations ； self-government ； higher education ； bottom-up

台灣原住民族研究季刊

2卷1期（2009 / 03 / 01）

31 - 73

繁體中文

本論文旨在檢視加拿大原住民如何透過由下而上過程，爭取文化永續自主與賦權。本文主要論述是：加拿大原住民高等教育政策的發展過程所呈現的就是原住民族藉由爭取高等教育權利來實現其追求自治、文化永續自主以及賦權目標。大致而言，有關原住民高等教育的政策過程可區分成三階段：從強制「同化」轉變成「融合」再轉向「賦權」。加拿大原住民高等教育政策過程與政策社群涵蓋的政策行為者相當多元，包括：原住民及學生、原住民代表組織、原住民高等教育機構、省級大學、高教聯合會、聯邦政府及省級政府等。加拿大原住民所爭取的自主治理高等教育機構以及接受高等教育作為固有權利的運動，可視為「由下而上」affirmative action 的一種型式。再者，賦權的實踐程度也呈現在「原住民研究」作為學術學科、原住民主導高教機構的制度化與均等化等成果上。「原住民研究」已發展成加國正規學術分工的一部份。在原住民族主導高教機構的制度化方面，創校已滿30年的薩斯卡其萬印地安聯合學院無疑是這方面及執行原住民自治的實際典範。原住民在高等教育上與非原住民的均等化，表現在參與或入學比率上，大體有所進展，但在取得學位或完成課程比率上則持續與非原住民存在相當的差距。

The purpose of this paper is to examine how Canadian aboriginals strive for cultural sustainable autonomy and empowerment. The main arguments are: what the development of Canadian aboriginal higher education policy has demonstrated is that the aboriginals pursue the objectives of self-government, cultural sustainable autonomy and empowerment through incessantly striving for the rights of higher education. Overall, the policy process can be roughly divided into three phases: from a coercive ”assimilation” to ”integration” then towards ”empowerment.” The Canadian aboriginal higher education policy process is characterized with a policy community that involves various policy actors, including aboriginals and students, aboriginal organizations, aboriginal higher education institutions, public universities, various associations for higher education, federal government and provincial governments. The fights for aboriginal-controlled post-secondary education and for the higher education rights are manifested as a ”bottom-up” model of affirmative action.Moreover, the extent of empowerment is also demonstrated in the development of ”Native Studies” as an academic discipline, the institutionalization of aboriginal-controlled post-secondary education as well as the performance of equity education.”Native Studies” has been consolidated as a legitimate discipline in the academic division of labour in Canada. With regard to the institutionalization of aboriginal controlled post-secondary education, doubtless, the Saskatchewan Indian Federated College which was established three decades ago serves as an exemplar for its institutionalization as well as for the implementation of aboriginal self-government. The education equity between aboriginals and non-aboriginals in post-secondary enrollment is considerably improved, while the gap between the two groups in terms of attainment rate remained substantial.

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