Atayal敘事與「我們的」文化回應課程──反省文化內容適宜性

Atayal Narratives and a Culturally Responsive Curriculum at an Indigenous Elementary School in Northern Taiwan: To Reflect the Appropriateness of the Cultural Content

本文聚焦反省Atayal文化回應課程（culturally responsive curriculum, CRC）之文化內容適宜性。本文以質性研究方法蒐集課程實踐資料，經分析與詮釋後撰寫。我們以Atayal孩童社會化歷程及至生命終止為主題，組織文化內容及刪除文本中的刻板印象。文化內容組織結果：一、以「成為合格的Atayal人」之時間軸組織民族文化，從文化觀念「人與土地」、「人與部落」、「人與自然」順序組織文化概念、事件與事實。二、「從部落看到全世界」之空間軸組織敘事、多元文化文本及民族知識等，統整民族敘事閱讀、跨文化比較、學習民族知識及文化體驗等活動。本文發現兩項議題甚為關鍵：「文化」具有流動性質以及文化局內人的立場與信念影響課程取材。依此發現，本文建議：CRC實踐者應慎思文化流動特性及教師信念的變化，適時予以回應及調整文化內容適宜性。

This qualitative study explored the cultural content in a culturally responsive curriculum (CRC) used at an Atayal elementary school in northern Taiwan. The principles underlying the formulation of the CRC were also investigated. The CRC’s theme was ＂becoming qualified Atayal men and women＂ and it was based on an integrated curriculum framework and was designed to combat the stereotypes portrayed in a variety of cultural vehicles. Consonant with the socialization process of Atayal children, Atayal narratives were selected and organized sequentially based on cultural ideas such as people on the land, people with the tribe, and people in nature to cover culturally relevant concepts, events, and facts. To help students view the world from an indigenous-centered perspective, the CRC had guided students to read tribal narratives, compare cultures with each other, acquire scientific knowledge from ethnic culture, and experience cultural activities. The findings indicated that cultural fluidity and Atayal teachers' beliefs are key elements in CRC implementation and suggested that they should be deliberated and adjusted appropriately in time and through the curriculum action.