高中公民與社會科課綱及教科書中的原住民族權利

Indigenous Peoples’Rights in High School Civics and Society Curriculum Guidelines and Textbooks

我國目前實施的十二年國教社會領域課程綱要中，具體列出與原住民族有關之學習條目，據此編纂的教科書，相較於過往，呈現許多原住民族權利相關內容，尤其體現在「公民與社會科」課程。本研究分析現行普通高中公民與社會科課綱內涵與教科書，以探究目前有關原住民族權利在教科書中的內容及其如何呈現。首先檢視普通高中公民與社會科課綱有關原住民族權利的內容為何？接著以教科書文本分析方法，比較各版本教科書如何書寫相關內容。研究發現，高中公民與社會科課綱中的學習條目以原住民族權利之集體性為基礎，指出原住民族的自治權，並在公平正義、多元文化等主題下，開展文化權、諮商同意權、土地權等權利概念。各版本教科書皆具備上述學習條目內涵，但欠缺統整性的內容書寫，概念反覆出現，卻未能完整呈現權利間的相互關係；多以重大爭議事件為例進行議題討論，但問題設計過於抽象；關於升學保障制度的敘寫及討論，其開放性與多元性有待改善。

In the Curriculum Guidelines of 12 Year Basic Education in effect in Taiwan, there are specific study items related to indigenous peoples in The Domain of Social Studies. The textbooks compiled on this basis, compared to the previous ones, show far more content related to the rights of indigenous peoples, especially in the general senior high school civics and society curriculum. This study analyzes the current civics and society curriculum guidelines and textbooks in senior high schools to inquire what and how indigenous peoples’rights are currently presented in the textbooks. First of all, examining the study items of the social field, I asked what the content on the rights of indigenous peoples is in the subject of civics and society. Second, I compared how the relevant content is presented in different editions of textbooks by textual analysis. I found that the study items in the civics and society curriculum were based on collective rights, and pointed out the right to autonomy of indigenous peoples. Under the themes of equity, justice, and multiculturalism, the concepts of rights such as cultural rights, the right to consultation and consent, and land rights are proposed. All editions of the textbooks have the above-mentioned study items; however, they lack a unified content, the concepts appear repeatedly, and the interrelationships between the rights are not fully presented. The discussion of issues is often based on major controversial events, but the design of the issues is too abstract. The openness and diversity of the description and discussion of affirmative action could be improved.