臺灣原住民族語教育政策之批判論述分析

The Critical Discourse Analysis of Taiwan Indigenous Language Education Policy

本研究是以Fairclough的批判論述分析模式為架構，探討臺灣原住民族語教育的論述文本、論述實踐及社會實踐，分別進行文本分析、過程分析及社會分析。本研究的結論如下：一、現行族語教育政策制定與執行過程欠缺評估與監督；二、族語教育隱含我族中心主義的意識形態與權力鬥爭；三、原住民主體性論述是主宰當今族語教育政策的霸權；四、族語論述實踐與臺灣族群意識和政治存在辯證關係；五、族語政策論述體系重構原住民族社會的知識信仰；六、族語教育政策和原住民的族群認同應解構。

This research followed Fairclough’s critical discourse analysis model to explore the discourse text, discourse practice, and social practice of Taiwan indigenous language education. It conducted text analysis, processing analysis, and social analysis. The conclusions are as follows: (1) The existing decision making and execution process for indigenous language education policy are lack of evaluation and monitoring. (2) The Indigenous language education has concealed ethnocentrism and power conflicts. (3) The indigenous subjectivism discourse has become the hegemony that manipulates present indigenous language education policy. (4) The existence of dialectic relationship among indigenous discourse practice, Taiwan ethnic consciousness and politics. (5) The indigenous language policy discourse system rebuilds the knowledge and belief of indigenous society. (6) Indigenous language education policy and indigenous ethnic identity should be detached from each other.