台灣原住民族知識之建構：台北市原住民部落社區大學個案研究

• Main Author: 李素君
• Other Authors: 李瑛
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/33578754700121454207

碩士 === 國立臺灣師範大學 === 社會教育與文化行政碩士學位在職專班 === 99 === The government has been promoting Aborigines Community College since 2001. This policy appeared under the trend of lifelong learning and community empowerment, which followed by a call for “returning to the local.” Supported by Native Peoples Basic Law and relating statues, 15 Aborigines Community Colleges have been set up before 2010. Most of these Colleges are established by non-profit organizations, and co-founded by governmental and non-governmental resources. The principle subject of Aborigines Community Colleges is Indigenous Peoples. These Colleges are institutions for informal adult education, and they form specific fields for Indigenous Peoples’ lifelong learning, aiming at cultivating talented leaders and practitioners who can foster tribe-community development and forward preservation and innovation of Aborigine cultures. The construction of Indigenous Peoples’ knowledge is the core questionnaire of this essay. This research sets out from the viewpoint of researcher as a participant, discussing how they locate the purpose and function of Aborigines Community College, how they compromise between economic survival and cultural development, and how they construct their own knowledge to pass on tribal cultures while try to join modern urban life. By exploring the background and development of Taipei Aborigines Community College, I reveal the foundation, method and frame of Indigenous Peoples’ knowledge construction. I employ content analysis and make conclusions as follows: 1. about the features of Taipei Aborigines Community College, (1) Emphasizing on culture heritage and culture development: combing tribal culture and modern knowledge. (2) Supporting Indigenous Peoples’ local development: strengthening bond and reciprocity among members. (3) Elevating Indigenous Peoples’ social status: providing leaning opportunities of various knowledge and practical skills, and promoting Indigenous Peoples’ working abilities and competitiveness. (4) Employing tribe members as teachers: acknowledging the importance of Indigenous Peoples’ participation in the renaissance of tribe culture, assuring their opportunity to make it happen, and empowering them to take the responsibility. (5) Promoting mutual understanding between Indigenous Peoples and Han Chinese: consolidating their mutual concerns and mutual respect. (6) Realizing global citizens’ experience and mode of interaction: bring the tribe to the world and bring the world to the tribe. 2. about the foundation of Indigenous Peoples’ knowledge construction, (1) Indigenous Peoples’ knowledge construction supposed to be founded on Indigenous Peoples’ own discourse of development and subjectivity. (2) Indigenous Peoples’ knowledge construction supposed to be able to consolidate the identity of tribes. (3) Proper educational resources redistribution is vital for Indigenous Peoples’ knowledge construction. 3. about the method used in Taipei Aborigines Community College for Indigenous Peoples’ knowledge construction, (1) Passing on traditional culture heritage through the Tribal Culture in Daily Life course. (2) Combing tradition and modernity through various courses. (3) Securing Indigenous Peoples’ subjectivity and their voice through courses like Week of Citizens and the Training Program for Citizen Journalists. (4) Promoting Indigenous Peoples’ efforts. (5) Employing interactive construction process. 4. about the frame of Indigenous Peoples’ knowledge construction in Taipei Aborigines Community College, (1) Emphasizing the dynamics, context and subjectivity of Indigenous Peoples’ knowledge construction. (2) Structuring Indigenous Peoples’ own frame of knowledge. As for policy suggestions, I offer ten recommendations as follows: 1. Suggestions to corresponding authorities (1) Formulate budget for Aborigine Community Colleges to improve their financial stability. (2) Certifying the learning achievement of Indigenous Peoples’ knowledge, reconstructing Indigenous Peoples’ subjectivity, and supporting their ethnic sustainable development under their will. (3) Awarding outstanding materials for Aborigine Community Colleges, securing Indigenous Peoples’ culture heritage. (4) Bring various Indigenous Peoples’ voices in policy-making process. 2. Suggestions to Taipei Aborigine Community College (1) Establishing communication platform for Indigenous Peoples’ knowledge construction, urging discussion of relating issues during courses. (2) Strengthening the interaction and experience-sharing between Aborigine Community Colleges. (3) Integrating human resources, combining Indigenous Peoples’ Shyokugan Website to develop and market special local product. (4) Holding joint courses for Eco-tourism more frequently. (5) Making efforts to nurture Aborigine teachers, encouraging life-long learning. 3. Suggestions for further research (1) Investigating the knowledge construction of Aborigine Community Colleges from more aspects, to enrich the possibilities for Indigenous Peoples’ future development.