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http://nhuir.nhu.edu.tw/handle/987654321/21577
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| 題名: | 原住民社區大學之營運－以屏東縣原住民部落大學為例 |
| 其他題名: | Education at the Tribe University--Case Study on Pingtung Aboriginal Tribe University |
| 作者: | 陳淑靜
Chen, Shu-jing |
| 貢獻者: | 非營利事業管理研究所
傅篤誠
Duu-cheng Fuh |
| 關鍵詞: | 終身教育;原住民文化;社區大學法制化 |
| 日期: | 2004 |
| 上傳時間: | 2015-06-16 15:45:30 (UTC+8) |
| 摘要: | 臺灣原住民族近百年來，歷經了清朝、日本、及國民政府，流失許多傳統文化。原住民族社會面對母體文化、社群關係及自然環境之疏離，使部落社會內部瓦解，母語文化之傳承及部落社區之發展面臨危機與挑戰。如何建立具有部落文化內涵與現代知能的原住民社區，推動社區文化與教育發展等，為頗具意義之議題。 長久以來，政府對於原住民投注整體建設之財力資源，如道路橋樑、學校設施、電燈與自來水、農業指導與各類貸款及就學補助等。但政府施政則以漢族文化觀點為主，忽略少數民族的問題，處理方式及態度有些偏頗。許多原本善意關懷措施，因未深入瞭解原住民社會文化本質及需求，無法真正解決問題。因此，如何落實原住民部落成人教育，讓原住民獲有終身學習機會，乃是挽救原住民文化重要之措施。 台灣原住民族邊陲化日益嚴重。加上時代快速變遷，原住民生活及思考模式無法跟上時代，造成許多社會適應問題，如何在保有原有文化前題下，解決原住民族面臨問題，提高民族及文化品質，成了目前最重要的課題之一。而要徹底解決台灣原住民族種種問題，非由教育著手不可。 社區大學是新興趨勢，諸如老人社區大學、文山社區大學----等，正在各地萌芽，並逐日蔚為風潮，它的課程設計切合台灣社會需要，由民間結合政府聯手推展，其深層意義為解放知識及催生公民社會。 屏東縣原住民部落大學（Pingtung Aburiginal Tribe University）正是在此因素下產生。而屏東縣原住民部落大學有別於一般社區大學主軸議題，除希望針對原住民成年人提供適時之再教育及再學習，以塑造公民素養及改造社區外，主要強調文化傳承、部落人才培育及產業技藝（經濟面）面向的學習。屏東縣原住民部落大學扮演著部落在地學習需求的推手，希冀藉其在地力量來推動屬於自己部落的學習機制，以提昇原住民競爭力! 屏東縣原住民部落大學除以母語文化傳承為主要課程外，未來發展亦注重部落研究，充實部落文化內涵，並結合現代知識技能，發展部落，提昇生活品質及競爭力。本研究探討屏東縣原住民部落大學之經營管理，包括屏東縣原住民部落大學之發展、課程規劃、師資、設備、政府及社區之互動、學習成效及招生企劃等，並希望經過研究，提出建議，能供政府、相關教育單位、民間企業團體及非營利組織參考。
Since the Ching Dynasty, Japanese colonization and the National Government ruling in the past hundred years, Taiwan’s aboriginals have lost many traditions and culture. With the deviation from its original culture, social relations, and natural environment, the tribal society is facing internal break-ups. The continuance of tribe’s original culture and community development are also facing crises and challenges. Therefore, how to establish an aboriginal community with tribal culture content and modern knowledge, as well as promote community cultural and educational development , is a meaningful issue. For a long time, our government has invested financially in the overall aboriginal construction, such as bridges and roads, school facilities, lights and tap water, agricultural guidance and various kinds of loans and schooling subsidies. However, the government’s administration tends to see everything from the Chinese cultural point of view and ignores the minority’s problems, which often results in the biased treatment and attitude. Many measures were meant to be friendly and caring.But due to the lack of deeper understanding of the aboriginal society, cultural essence and needs, aboriginal problems often were not solved. Hence, how to consolidate the aboriginal tribe adult education and let the aboriginals have the opportunity to enjoy lifelong learning experience should be the first priority to save the aboriginal culture. Taiwan’s aboriginals are being marginalized. The rapidly changing times are beyond the aboriginal living and thinking mode. As a result, many adaptive problems are surfacing. It is important to solve the problems the aboriginals are facing, enhance our national and cultural content while at the same time keeping their original culture. Community University, such as the elderly community university and Wen Shan Community University, is a new trend emerging everywhere and is becoming prevalent. Its curriculum design meets the need of the Taiwan society. Promoted by the public and the government, it also conveys a deeper meaning of liberalizing knowledge and catalyzing the civil society. Pingtung Aboriginal Tribe University(PATU) was established under this circumstance. However, PATU is also different from regular community universities in its theme. Besides offering aboriginal adults re-education and re-learning opportunities whenever appropriate to shape their civil elements and transform the community, PATU also emphasizes cultural continuance, tribal talent cultivation and industrial and skillful learning (economy). PATU plays an important role in pushing forward local tribal learning with the hope to establish a tribe-unique learning mechanism through local efforts and enhance the aboriginal competitiveness. PATU focuses its curriculum on the aboriginal linguistic and cultural continuance. Its future development will include tribal research in order to enrich tribes with cultural content and combine modern knowledge and skills to develop tribes and enhance the living quality and competitiveness.This research explored the management of PATU, including its development, curriculum design,teaching staff, facility, interaction between the government and the community learning efficacy and recruiting plan. We also hope that our suggestions based on research results can serve as a reference for our government, related education authorities and civil business groups and non-profit organizations. |
| 顯示於類別: | [企業管理學系(管理科學碩/博士班,非營利事業管理碩士班)] 博碩士論文-非營利事業管理碩士班
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