Mapping Indigenous Paradigms, Research, and Practice in Indigenous Nations Higher Education Consortium

在本篇文章中，我們提供一個深入的組織分析，探究世界原住民族高等教育聯盟(World Indigenous Nations Higher Education Consortium，以下簡稱WINHEC) 為了原住民化高等教育所做的努力，如何透過其全球策略達成民族重建及民族自決。我們從文獻中辨識出WINHEC 應用在經營自身組織的四種理論，並提出兩個適切評鑑聯盟的新理論—原住民族創造力理論(Indigenous Creativity Theory)及原住民族文化創造力理論(Indigenous Culture Creativity Theory)。社會地圖學(Social Cartography) 、檔案分析(Archival Analysis) 、論述分析(Discourse Analysis)被應用來檢視聯盟的原住民典範、研究與實踐。透過優勢、劣勢機會與挑戰的SWOC 分析方式，檢視WINHEC 對各地區之會員民族的組織貢獻、有效性、特殊觀點、原住民族參與的挑戰及管理。研究結果主張，在推動全球原住民族高等教育的活動中，無論是原住民族或非原住民族，雙方皆扮演著重要且相互依存的角色。

In this article, we provide an in-depth organizational analysis of the World Indigenous Nations Higher Education Consortium (WINHEC) through its global strategies in achieving nation building and self-determination for indigenized higher education efforts. We identify four theories from the literature used by WINHEC in its operations, and propose two new theories to fit our evaluation of the Consortium—Indigenous Creativity Theory and Indigenous Cultural Creativity Theory. Social cartography, archival analysis, and discourse analysis are used to identify the indigenous, paradigms, and practices of the Consortium. Employing a strengths, weaknesses, opportunities, and challenges (SWOC) approach, we examine WINHEC’s organizational contributions, effectiveness, unique aspects, and challenges of indigenous engagement and governance in the membership nations’ locations. The findings suggest that both indigenous and non-indigenous peoples play an important and symbiotic role essential for the furthering of indigenous higher education worldwide.