臺灣三十年（1992～2022年）原住民族成人教育相關議題研究之歷程分析：以自覺意識觀點為本

An Analysis of the Development of Indigenous Adult Education Issues in Taiwan over Thirty Years (1992~2022) Based on the Perspective of Self-Awareness

本研究旨在以自覺意識觀點，探究臺灣原住民族成人教育之研究歷程，主要蒐集1992～2022年間，臺灣原住民族成人教育之相關研究。採歷史研究與內容分析法，析論各階段研究重點，自覺意識的發展與關注民族權益運動、國家政策、學術研究、教育實踐之關聯。研究發現：一、臺灣原住民族成人教育研究的發展重點：從反思同化教育到復振民族知識。其中首航10年（1992～2001），從同化教育轉向原住民族本位終身學習；揚帆10年（2002～2011），從成立部落大學，到省思原住民族知識體系；巡航10年（2012～2022），強化部落大學經營，復振原住民族知識。二、臺灣原住民族成人教育的「自覺意識」發展因素：殖民壓迫醞釀反思、國內外權益運動獲得啟發、政策轉向與學術回應的交互影響。三、臺灣原住民族成人教育發展的動態歷程：以自覺意識為核心，權益運動推進政策，政策扶持研究，研究引導實踐。本研究建議，未來臺灣原住民族成人教育研究，可採民族誌研究法，深入探究各族成人學習的精緻樣貌；以行動研究法與在地族人協作，設計符合族人需求的終身學習網；以比較研究法借鏡國際經驗，為臺灣政策與實踐提供前瞻性的啟發，盼有助於原住民族成人教育之發展。

The purpose of this study is to investigate the research history of adult education for Taiwan’s indigenous peoples from the perspective of self-awareness, based on the analysis of related research spanning the period from 1992 to 2022. Using historical research and content analysis, the study analyzes the key points of each identified stage of research and the development of self-awareness, focusing on the relationship between the indigenous peoples’ rights movement, national policies, academic research, and practice. The study’s main findings are as follows: (1) The developmental focus of research on Taiwan’s Indigenous adult education has evolved from reflecting on assimilationist education to revitalizing Indigenous knowledge. The period under study can be broken down as follows. The first decade (1992~2001) involved a transition from assimilative education to indigenous peoples-oriented lifelong learning; the second decade (2002~2011) saw progression from the establishment of tribal universities to reflection on Indigenous knowledge systems; while the third decade (2012~2022) evidenced a strengthening of the management of tribal universities and the revitalizing of indigenous knowledge. (2) The development of “self-awareness” in Taiwan’s indigenous adult education was influenced by several factors: reflections on colonial oppression, inspiration from domestic and international rights movements, and the interplay between policy shifts and academic responses. (3) The dynamic process of indigenous adult education in Taiwan is characterized by a consciousness-raising core, where rights movements propel policy advancements, policies support research, and research guides practice. The study suggests that future research on Taiwan’s indigenous adult education could adopt ethnographic research methods to explore the intricate learning patterns of different indigenous groups. Additionally, action research methods in collaboration with local indigenous communities could be employed to design lifelong learning networks tailored to those communities’ needs. Moreover, comparative research methods could also be utilized to draw insights from international experiences, providing forward-looking guidance for Taiwan’s policies and practices in indigenous adult education.