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| Title: | 以部落耆老為師教學場域建構之研究 —以東埔部落為例
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| Authors: | 蘇儀庭
Su, Yi-Ting |
| Contributors: | 王雅萍
Wang, Ya-Ping
蘇儀庭
Su, Yi-Ting |
| Keywords: | 原住民族文化教育
耆老知識能動性
文化回應教學
Indigenous cultural education
Elders’ knowledge agency
Culturally responsive pedagogy |
| Date: | 2025 |
| Issue Date: | 2025-09-01 17:04:49 (UTC+8) |
| Abstract: | 本研究聚焦於南投縣信義鄉東埔部落，探討部落耆老在文化教育實踐中的角色轉變與知識能動性，並分析學校與文健站作為制度場域如何影響原住民族文化知識的再現與傳承。面對原鄉文化復振政策日益制度化的趨勢，本文關注的核心問題為：以文健站為基地，面向東埔國小學生所展開的語言與文化教學實踐，有何異於其他形式的在地文化教育？此外，在文化認識與族群背景存有明顯落差的情況下，傳統知識耆老在其中擔任何種角色？與原鄉非原住民教師雙方是如何透過對話、討論、協調，嘗試達成教學共識，或者揭露無法達成共識的張力與限制？
本研究採取質性研究方法，結合建制民族誌與文化回應教學的理論視角，透過三年田野工作，蒐集學校課程資料、部落活動記錄、深度訪談與參與觀察，分析東埔國小與文健站在文化課程實施中與部落耆老、青年與教師的互動過程。藉由田野素材與理論對話，本文提出四項研究發現：第一，文化復振非「回歸傳統」，而是一種多元力量協商下的混雜性實踐；第二，文化詮釋權處於耆老、教師、返鄉青年與制度單位之間的張力與不對等關係中；第三，制度場域中的文化治理邏輯重塑了長者與孩童的知識位置與學習模式；第四，即便處於制度邊緣，耆老仍於縫隙中展現知識能動性，實踐「以耆老為師」的文化教育行動。
另一方面，本文運用「第三空間理論」分析學校與社區如何打破教育與文化的場域界線，建構融合傳統知識、地方經驗與制度教學的混種場域。在此框架下，文化教育不僅是知識傳遞，更是認同建構與文化再現的過程。研究亦指出，有效的文化教學策略需包含情境化教學、實地訪談、操作任務等多樣手法，以促進學生的理解與文化投入；同時，文化教育的推展亦需制度層面的支持，如建立耆老正式教學身分、穩定報酬制度與課程共作平台。
本研究對第三空間理論與文化回應教學在原住民族教育脈絡中的應用，提供具體的田野實證與實務經驗。除了批判文化教材化與制度化的再現侷限，也提出多項行動建議，包括推動部落為本的教育治理、發展文化教學共作平台、肯認混齡教學的文化潛力、建立支持耆老知識主體性的制度機制，以及落實去殖民視角下的多語與多知識系統教育。東埔村的經驗讓我們理解文化教育的侷限與可能交織並存，而文化復振不應僅被視為成果指標，而是需跨世代同行、持續實踐的教育過程。
關鍵詞：原住民族文化教育、耆老知識能動性、文化回應教學
This study focuses on the Tumpu community in Xinyi Township, Nantou County, examining shifts in elders’ roles within cultural-education practice and their forms of epistemic agency. It also analyzes how the school and the Cultural Health Station (文健站), as institutional sites, shape the representation and transmission of Indigenous cultural knowledge. In the context of increasingly institutionalized cultural revitalization policies in Indigenous homelands, the core questions are: How do the language- and culture-teaching practices based at the Cultural Health Station and directed toward students of Tumpu Elementary School differ from other forms of local cultural education? Moreover, given pronounced disparities in cultural understanding and ethnocultural background, what roles do elders as bearers of traditional knowledge assume? How do they and non-Indigenous teachers working in Indigenous communities, through dialogue, discussion, and coordination, seek to reach pedagogical consensus—or reveal the tensions and constraints that preclude consensus?
Adopting a qualitative methodology, this research integrates institutional ethnography with the theoretical lens of culturally responsive pedagogy. Drawing on three years of fieldwork, it collects curriculum materials, community activity records, in-depth interviews, and participant observations to analyze the interactions among elders, youth, and teachers at Tumpu Elementary School and the Cultural Health Station. Four major findings emerge from the study: (1) Cultural revitalization is not a return to tradition, but a hybrid process negotiated among multiple actors; (2) Cultural interpretive authority is contested among elders, teachers, returning youth, and institutional actors, often unequally; (3) Institutional logics of cultural governance reshape the knowledge positions and learning models of both elders and children; and (4) Despite their marginal institutional status, elders exercise agency through cultural pedagogy, enacting the principle of “learning from the elders.”
Furthermore, this study applies the theory of the “third space” to explore how schools and communities collaboratively transcend the conventional boundaries between education and culture, constructing hybrid pedagogical spaces that integrate traditional knowledge, local experience, and formal instruction. In this framework, cultural education is not only the transmission of knowledge, but also a process of identity formation and cultural rearticulation. The study highlights effective teaching strategies—such as contextual learning, field interviews, and task-based activities—that foster student engagement and cultural understanding. It also underscores the need for institutional support, including formal teaching recognition for elders, stable remuneration systems, and collaborative curriculum design platforms.
This research contributes empirical data and practical insights to the application of third space theory and culturally responsive pedagogy within Indigenous education contexts in Taiwan. In addition to critiquing the limitations of cultural objectification and curricular standardization, it proposes concrete actions: advancing community-based educational governance, developing collaborative cultural pedagogy platforms, recognizing the cultural potential of mixed-age teaching, establishing mechanisms that affirm elders’ epistemic authority, and realizing multilingual, pluriepistemic education grounded in decolonial ethics. The experience of Tumpu Village reveals the tensions and possibilities that coexist in cultural education, reminding us that cultural revitalization should not be reduced to performance metrics, but embraced as an intergenerational, collaborative, and ongoing educational journey.
Keywords: Indigenous cultural education, Elders’ knowledge agency, Culturally responsive pedagogy |
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| Description: | 碩士
國立政治大學
民族學系
112259004 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0112259004 |
| Data Type: | thesis |
| Appears in Collections: | [民族學系] 學位論文
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