臺灣推動本土教育的必要性與正當性──歷史演變、社會脈絡與學理基礎的整合論述

The Necessity and Legitimacy of Promoting Taiwan-Centric Education: An Integrated Discourse on Historical Development, Social Context, and Theoretical Foundations

本文採取立場論文與概念性分析特徵的混合取徑，整合臺灣的歷史軌跡、社會脈絡與學理基礎，援引跨學科與多元資料，論證持續推動「臺灣本土教育」作為建構臺灣主體性、民主公義與文化多元的重要基礎。研究顯示，在殖民統治與威權體制之下，臺灣本土教育主要透過草根覺醒與對抗性實踐而浮現。進入民主化時期後，多數臺灣人民逐漸認同自由民主的價值與制度；然而，來自外部的主權、認同與歷史詮釋壓力仍持續存在，使得推動本土教育在當代情境中仍有必要性與正當性。隨著臺灣積極參與全球民主與人權的論述，文化平權、民主價值、社會正義與知識重構等課題，仍與臺灣本土教育的深化發展密切交織。本文亦以多元學術觀點，檢視不同歷史時期所出現的不正義現象與爭議，凸顯推動本土教育的長期迫切性。文末提出具政策與實務意涵的建議，特別在課程與教科書設計層面。

This paper adopts a hybrid approach that integrates the characteristics of a position paper with those of a conceptual analysis. It integrates Taiwan’s historical trajectories, social contexts, and theoretical foundations, drawing on interdisciplinary scholarship and diverse sources to argue for the continued advancement of Taiwan-centric education as a foundation for Taiwanese subjectivity, democratic justice, and cultural pluralism. The analysis demonstrates that under colonial and authoritarian rule, Taiwan-centric education emerged primarily through limited grassroots awakenings and oppositional efforts. During the period of democratization, the majority of Taiwanese came to identify with liberal democratic values and institutions; nevertheless, persistent external pressures on sovereignty, identity, and historical interpretation have rendered the promotion of Taiwan-centric education both necessary and legitimate. As Taiwan participates in global discourses on democracy and human rights, ongoing educational challenges—such as cultural equity, democratic values, social justice, and the reconstruction of knowledge—remain closely intertwined with the advancement of Taiwan-centric education. By incorporating scholarly perspectives to examine historical injustices and controversies across different periods, this paper underscores the enduring imperative to promote Taiwan-centric education. The paper concludes with policy-oriented and practical recommendations, particularly with regard to curriculum design and textbook development.