依類型 族群 主題   
 
 
2020.07.16
「原」來我們都一樣-原住民教師自我認同之敘事探究
族群: 跨族群  
主題: 族群教育、一般教育、學術研究  
作者 周雅惠
學校系所 國立臺中教育大學教育學系課程與教學碩士在職專班
地點 全臺 全部  
研究內容

本研究以敘事探究的方式,藉由敘事者成長過程的經驗,從小生長在西部環境,看見自己原住民族群的身分在主流文化之下的偏見,產生內在的衝突與矛盾;回到原鄉面對自己的文化,因為語言上的隔閡和疏離,感到失落與孤獨。在進退兩難的情境之下,敘事者在成長過程中,對自我認同的價值與定位產生懷疑,心中感到自卑,試圖隱藏自己原有文化的色彩,活在主流文化的框架下,逐漸消逝自己。
在回顧敘說者過往成長的經驗中,意識到敘事者的自我認同,來自於社會環境底下的主流意識壓迫,使敘事者在成長歷程中,無論是異鄉膚色上的差異,還是同鄉語言上的隔閡,都會被貼上外來者的標籤。敘事者經由揭露自我認同的轉變和自己對話;本研究同時立意選取兩位原住民教師進行半結構式的訪談敘說,發現同樣身為原住民族的一份子,然而生活文化下的差異,讓原鄉教師在文化的自我認同上,多了一份親密和歸屬感。
走進原鄉,成為原住民學生的老師,在任教的學校環境裡,看見了原住民族文化的價值,無論是學生的生活經驗和成就,或是與原住民族老師共同推動校務的歷程,讓敘事者從中看見了原住民文化的內涵與價值,打破過去壓抑自己文化的框架,重新認識原住民族群的意象,擁抱自己的文化。

This study uses narrative inquiry research to talk about the narrator, who is an indigenous, and her inner contradictions and conflicts when experiencing the prejudice of the mainstream culture toward indigenous culture in western Taiwan. The narrator built up doubts about the value of her self-recognition and position in two societies. Having a feeling of inferiority, she tried to conceal her indigenous heritage and started to live in the mainstream cultural framework and eventually lost the real her.
After having a semi-structured interview with teachers who grew up in an indigenous area, the narrator discovered that they had found intimacy and belonging in the indigenous area. Not until becoming a teacher in an indigenous region and becoming involved in such an environment did the narrator see the value of indigenous culture through her students’ life experiences and their achievements. The process of working with indigenous teachers gave the narrator an insight into the true value and meaning of indigenous culture. Since then, the narrator has broken the framework through which she had been internalizing her own oppression. The narrator refreshed her image of indigenous tribes and started to embrace her own culture.