Should Teacher Ethnicity be Mandated in Indigenous Schools? From a Legal Perspective
When the Education Act for Indigenous Peoples was initially enacted in 1998, indigenous schools were mandated to give priority to indigenous teachers if they apply. As the act was amended in 2013, it clearly stated the proportion of indigenous teachers shall not be permitted to be less than one-third of the teaching staff of an indigenous school, or to be no less than the proportion of the indigenous students in the school. Compared to the act’s initial intention of promoting indigenous students’ academic achievement, the amendment was declared to protect the rights and interests of indigenous teachers. By analyzing the connotation of the act concerning teacher ethnicity in indigenous school and discussing the connection between teacher ethnicity and the effectiveness of student learning, this study infers that teacher ethnicity is not closely related to indigenous students’ opportunities of education. Teacher ethnicity may have some positive effects on fair treatment of students, but it may have an adverse effect on student achievement. Furthermore, the study deems that it is beyond the scope of the educational law to protect the working rights of the indigenous people. With the familiarity of indigenous culture, indigenous teachers are privileged to apply for a position in indigenous schools. Therefore, there is no need for the act to mandate teacher ethnicity in indigenous schools.
|關鍵詞||原住民族教育法、教育公平、教師聘任、Education Act for Indigenous Peoples、educational equity、teacher employment|