抗拒與轉化--原住民教師的課程實踐

Abstract

批判理論家指出學校教育並非中立，學校知識往往反映了社會集體中有力團體的信仰和觀點。我國學校教科書的知識形式、內容與詮釋觀點，均以漢人的社會與文化作為參照，因此，本研究之研究目的在探討原住民教師如何作為轉化型知識份子，將原住民文化帶進校園並促進個人與集體增能。本研究採質性研究，以訪談與文件分析方式蒐集資料。本研究的受訪對象為六位在國小服務的原住民校長、主任與教師。文件分析的資料來源為原住民教師所設計與原住民社會文化有關的教材。本研究試圖瞭解下列問題：首先，原住民教師作為轉化型知識份子的條件為何？其次，原住民教師如何生產對抗性的文本，讓被排拒與邊緣化的原住民文化重新合法化？第三，原住民教師如何實施反霸權教學？最後，原住民教師如何為個人及集體增能？

本研究的理論分析架構主要是Peter McLaren、Michael W. Apple、Henry A. Giroux與Paulo Freire等人對於教師角色的相關討論，與Henry A. Giroux的邊界教育學中「對抗文本」、「對抗記憶」與「差異政治」，以及Peter McLaren之批判的多元文化主義等理論觀點。本研究之研究結果如下：第一，原住民教師作為轉化型知識份子的條件為意識型態條件與物質條件。意識型態的條件包括原住民教師的意識覺醒、集體行動的產生與對抗學校行政規訓的抗拒策略；物質條件則是原住民教師尋求經費支持的能力與團隊合作的建立；第二，原住民教師挑戰過去被認為「合格的」知識，並透過對抗性文本的生產，在課堂上去恢復具有「他者」特質的知識和歷史形式，使得原本被邊緣化、被排拒在學校之外的歷史與知識形式又再度被賦予合法性的地位；第三，原住民教師的反霸權教學包括：培養原住民學生的批判性思考能力、開啟文本的多樣性閱讀並使潛在課程外顯並進一步形成在地的觀點；第四，原住民教師促進個人增能的對象包括原住民學生與家長，增能的方式包括讓學生學習田野訪問，以作為未來探究原住民文化的工具，並將原住民弱勢的原因脈絡化以增進學生的文化認同，以及以家庭聯絡簿的方式將學校的學習帶入家庭中；原住民教師促進集體增能的對象是部落，增能的方式包括以學校經驗帶動部落總體營造、加強部落文化認同並且讓部落恢復祖靈祭以及對部落土地問題的關注。

The critical theorists indicate that schooling is not neutral and therefore the school knowledge usually reflects the belief and viewpoints of dominant groups. In Taiwan, the form, the content and the value of the knowledge in school curriculum are usually based on the Han’s society and culture. Hence, the purpose of this thesis is to explore how the aboriginal teachers perform as transformative intellectuals and bring the once marginalized and subjugated aboriginal culture back to schools as well as promote individual and collective empowerment.

The qualitative method is employed in this thesis and the data is collected through interviews and textual analysis. All the interviewees are aboriginals, including one principle, four administrators and two teachers working in aboriginal primary schools. Four questions are investigated in this thesis. First, what are the conditions for aboriginal teachers to be transformative intellectuals? Second, how do the aboriginal teachers produce counter-text teaching texts which legitimatize the suppressed aboriginal culture? Third, how do the aboriginal teachers teach against Han’s hegemony? Fourth, how do the aboriginal teachers advance individual and collective empowerment? The theoretical frameworks adopted in this thesis are viewing teachers as transformative intellectuals, the counter-text, the counter-memory and the politics of difference in Giroux’s work of border pedagogy, and McLaren’s discourse in Multiculturalism.

According to the analysis of the interviews and teaching texts collected from the aboriginal teachers, the four questions mentioned above could be answered as follows. First, the conditions for the aboriginal teachers as transformative intellectuals include ideological and material conditions. Second, the aboriginal teachers legitimatize the history and knowledge of the subordinated groups by developing the counter-text teaching texts. That is, the aboriginal teachers make students to fully engage and disrupt the teaching texts which allow students to reclaim and recover their own history and voice. Third, the aboriginal teachers teach against Han’s hegemony by providing opportunity for students to think critically, to read within, upon and against texts, and make the hidden curriculum explicit to set students free from the assumptions addicted to the texts. Fourth, the aboriginal teachers promote individual empowerment by educating students to take field research as a tool when they are interested in their own culture and make it problematic why the aboriginals become disadvantaged in order to advance students cultural identity. The aboriginal teachers promote collective empowerment by fostering the development of the community, strengthening the community members’ cultural identity, bringing the “Maho” (the traditional ceremony) back to the tribe, and making more aboriginals concern about the sovereign of the land that was taken from the government.