[ 摘要 ]

摘 要

在過去有關原住民教育的論文中，多數研究者傾向於將原住民教育所面臨的困境歸因於學校課程、設備、師資、教材、家庭社經背景、社區環境、教育政策等方面的不足或失當，也有學者認為原住民或少數民族教育的問題在於其文化資本不足、文化衝突、文化剝奪等因素。本研究則針對實際於原住民小學任教的「平地籍」教師角色進行研究，藉以描繪其角色認同的圖像。

本研究的目的在探討：一、原住民學校中平地籍教師的角色圖像的演變；二、帶著不同想像的平地籍教師到原住民學校任較後所面臨的處境；三、具有不同條件的平地教師其在原住民學校的角色認同及適應互動如何；四、平地教師對自己的角色期望與認同與原住民教師期望他們去扮演的角色有無差異，以及原住民教師認為平地教師實際所扮演的角色為何？

研究結果發現，影響平地教師在原住民學校的教師角色認同因素最主要是來自於族群與文化的差異，在族群、文化差異的影響下，引發不同族群間不同的感情結構，而這樣的情緒所引發的想像（局內人－局外人、自己人－外人）更間接影響平地教師與家長、社區、學生、同事的互動，最後影響了教師的角色認同。當平地教師面臨角色認同與危機時，通常會面臨四種力量的拉鋸，包括原住民學校與社區的拉力及推力，以及平地社區與學校的拉力及推力，平地教師為維持角色認同的一致性，會在這四種力量的拉鋸考量中做取捨，藉以調整自己所應該扮演的角色，或決定未來的去留。

關鍵詞：教師角色認同、族群關係、情緒性的感情結構、質的研究、原住民教育



[ 英文摘要 ]

The Hans Teachers’ Teacher Role Identity in Aboriginality School

Abstract

The studies concerned with aboriginal education in the past. Most of researchers tend to impute the difficult position of aboriginal education to the shortage or unsuitable of curriculum, document, the capacity of teachers, the social and economical environment of the students’ families, the environment of community, the policy of aboriginal education, and so on. Some scholars view the problems of aboriginal education as the shortage of cultural capital, cultural conflict, cultural deprivation. The purpose of this study is to investigate the teacher role identity which the Hans teachers hold practically in aboriginal elementary school, so that draw the picture of the teachers’ role identity.

The purposes of this study are to explore: 1.The change of the picture of the Hans teachers in aboriginal school; 2.What’s the situation that the Hans teachers who bring different imagination face in the aboriginal elementary school;3.How is the role identity, to adapt, and interaction of the Hans teachers who are in the aboriginal elementary school that are with different terms;4.Is there any difference between the role expectation that the Hans teachers hold and the role performance that the aboriginal teachers expect them to play, and what’s the practical role performance that the aboriginal teachers suppose the Hans to play.

The main findings are: The most important factors that effect the Hans teachers’ role identity in aboriginal elementary school is the difference which comes from ethnicity and culture, by which cause different emotional structure of feelings between different ethnicity, and the imagination（insider/outsider, ingroup/outgroup） that the different emotional structure of feelings have caused will indirectly effect the interaction between teachers and students’ parents, community, students, colleagues, which then will do something with the Hans teachers’ role identity finally.

When the Hans teachers encounter role identity crisis, they usually have to face pull and drag of four force which include the push and pull of the elementary school and community environment, and the push and pull of the general school and environment. To keep the identification of role identity, the Hans teachers will make a choice between those force, so that they can regulate their role performance which they should take, or decide to stay or leave aboriginal elementary school in the future.

Key word: teacher role identity, ethnic relationship, aboriginal education, emotional structure of feeling