Moving Towards Ethnic Schools?A Study on the Comparisons of the Current Establishment and Policy Between Shu Kuang Elementary and Junior High School in Taiwan and the Ethnic Education in New Zealand.

• Main Authors: Cheng-Ju Tsai, 蔡政儒
• Other Authors: Chien-Chen Chang
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/56974152788828365354

碩士 === 國立中正大學 === 教育學研究所 === 101 === The study was conducted on the basis of the comparison between the current setting of Shu Kuang aboriginal elementary and junior high school, the related policy concerning ethic schools in our country and the successful revival of aboriginal ethnic education for Maori in New Zealand so as to examine the theory and practice of establishing ethnic schools in Taiwan.Researchers have reached a conclusion by means of studying history, interviews, document analysis and comparisons. 1. Our ethnic schools have a legal basis, but the definition of the policy is obscure. 2. The Shu Kuang Elementary and Junior High School was unable to put into practice the policy and philosophy of our aboriginal ethnic education, which emphasize on generalization and marginalize nationalization. 3. The discussion of aboriginal ethnic education in May-Li tribe failed to create an agenda; therefore, the intention of the tribe was not fully expressed. 4. What with the proportion of Maori's population in the New Zealand and what with the Treaty of Waitangi background, it is favorable for the aborigines to strive for their ethnic schools. 5. Tthe process of setting ethnic schools in New Zealand is "bottom-up", while in Taiwan the current model is "top-down." 6. The ethnic education curriculum in New Zealand are set by the Ministry of Education syllabus and implemented down into the country, while our country stipulates that the curriculum merge the syllabus according to the "Education Act for Indigenous Peoples" , but ineffective. It leaves the Council of Indigenous Peoples to take the responsibility to promote the ethnic education. 7. The key for New Zealand ethnic education to run is " immersion Maori programs" which is conducted in Maori language and its individual culture, while the mode of our ethnic education is run by means of additional "national education" and the uses of Han Chinese language and Han culture for learning. 8. Most teachers in New Zealand ethnic schools are of Maori descent and they are all capable of speaking Maori language; the ratio of aboriginal teachers in Shu Kuang Elementary and Junior High School is rather low. 9. New Zealand national schools enjoy the autonomy of its finance and management, while in Taiwan the schools are supervised by the government. 10. In New Zealand ethnic schools, the language nests start out from preschools. In Taiwan, owing to the serious loss of aboriginal languages, the retrieval of aboriginal languages remains a major concern whether ethnic schools will be able to revive or not. Finally, based on the above-mentioned conclusions, I propose my perspectives for our aboriginal ethnic education and future research as well.