| Summary: | 碩士 === 國立嘉義大學 === 教育行政與政策發展研究所 === 98 === This qualitative research is on the results of “Decolonization Education Methodology” among Taiwan indigenous tribes: its present state and its challenges. The study is based on the observations collected at selected Bunun-Tribe schools in Xinyi Village, Nantou County of Taiwan. The conclusions are:
1. “Decolonization” education in Bunun schools lack practicality, flexibility, and strategic planning.
2. There is a general paucity in Bunun cultural curriculum.
3. There is a general lacking in Bunun-centered educational materials, often causing confusions among the pupils.
4. Extracurricular Bunun musical educations, on the contrary, exemplify the potential of creative decolonization education.
5. The “school-first” practice negates the tribal and communal identity and needs.
From the observations above, we make the following recommendations:
a. Suggestion to the Bunun teachers:
Teachers are tribal elites, and should play the role of public service mediators more.
b. Suggestions for the “tribal centered” education system.
b.1.Introducing tribal concept into school daily operations.
b.2. With Bunun and Han teachers working side by side, capitalizing on the nuance differences in cultures to spread the idea of multi-ethnical society.
b.3. Accelerating the formation of a dedicated tribal cultural education committees.
c. Suggestions to the Education Agencies
c.1. Speed up a “Tribal Educational Bureau” to consolidate matters relating to indigenous educations
c.2. Formalize tribal education issues, and place it under an accreditation process.
c.3. Future tribal education policies shall take into consideration of indigenous people’s roles and wishes.
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