[ 摘要 ]

本研究以七所台灣原住民部落大學的課程為研究主題，依據研究目的分析部落大學在課程的規劃與實踐上，是否能復振原住民文化與再現部落價值，亦或無法擺脫殖民性的頑強遺留而再製主流社會的意識形態。研究者在研究方法上面，以文件分析法與訪談法為主。訪談的對象包括原住民部落大學的承辦者、行政專員、講師與學員。在資料整理與分析方面，研究者以三角校正法加以驗證，增加研究歷程的正確性與嚴謹度。最後研究者再依據研究結果，提出結論與建議。本研究的結論如下：

壹、部落大學設置與經營理念：點燃傳承文化的火苗

一、強調以部落為主體來培育部落人才的教育模式

二、朝向建立民族大學的理想邁進



貳、課程規畫與實踐：理想與現實的差距

一、強調以「部落為本位」的課程規畫

二、開課局限於師資與學員數，並非依照課程系統



參、課程推動的困境與因應措施

一、財政短缺與經費撥付的問題影響部落士氣

二、行政管理人員不足，影響課務的推動

三、缺乏統一版本的教材等問題



肆、主流價值觀的涉入

一、漢人的評量模式，造成族人「學習不利」的迷思

二、主流社會掌握經費，限制課程的發展

三、政府政策制定，影響族人對傳統文化的學習意願



伍、傳統文化的再現

一、傳統課程提昇部落族人對自我文化認同的可能性

二、課程推動凝聚族人對傳承文化的堅持

三、透過課程的實踐，重建部落的文化圖像



陸、主流價值觀與傳統文化的共生



[ 英文摘要 ]

The study focuses on issues with respect to the curricula of seven aboriginal tribe colleges in Taiwan. The purpose of the study was to discover if curriculum design and implementation of tribal colleges could revive their ethnic culture and represent tribal values, or if they were unable to escape the influence of post-colonial attitudes, therefore adopting mainstream ideology. The research methodology included data analysis and interview. The interviewees were as follows: the core members from tribal colleges, staff in charge, faculty and students. Triangular analysis was used to examine data to ensure credibility and severeness of validation process. Based on the findings, conclusions and recommendation are presented. The conclusions are summarized as follow:



A. Attitudes toward establishment and basic operation of tribal colleges: Passed down from generation to generation.

1. Tribe-based education model for tribal talent development.

2.Moving toward the ideal model for establishment of tribal colleges.

B. Curriculum design and implementation: A gap between ideals and realities.

1. Tribe-based curriculum design was emphasized.

2. Open-courses were based on faculty quality and enrollment, rather than curriculum system.

C. Predicament and responsive on curriculum implementation.

1. Financial difficulties and budget distribution discouraged tribal atmosphere.

2. Under-staffing interfered with administration practices.

3. Problem associated with lack of standard teaching materials.

D. The pollution of mainstream cultural values.

1. The evaluation based on Chinese society makes aboriginals fail on study.

2. Due to mainstream society controls budget distribution, curriculum development is obstructed.

3. The government policy influence the aboriginal will to learn traditional culture.

E. Representation of traditional culture.

1. Traditional courses increase possibility of identification with tribes for aboriginals.

2. Curriculum implementation put aboriginals together to pass down from generation to generation.

3. Revive tribal culture through curriculum implementation.

F. Symbiotic relationship with mainstream values and traditional culture.