原住民族教育論述的「建構」：現在的歷史

The“construction”of indigenous education discourse: a history of the present

本文試圖從Michel Foucault現在的歷史史學研究法解構原住民族教育論述史。第一部分討論主體的去中心化、動態的論述空間以及不連續的時間觀，原住民族教育「現在的歷史」主要是在釐清理性系統的指涉範圍，從而挖掘主體形塑之技術以及被排除的他者。其後從「漢化教育」、「多元文化教育」和「社會重建式的教學」，三個面向去探究二戰後至今原住民族教育論述。將教育論述視為「改宗的律令」，檢視漢化教育與多元文化教育論述被收集的過程，並且被部分轉化與納入當下原住民族教育論述。因此，現在的歷史顛覆進化史史學法書寫方式的基礎。它經由檢視網格實踐理解學校主體如何被感知與言說，批判性地探究當下知識體系形成的基礎。在不命定方向的前提下，開啟了教育變革的空間。

The essay attempts to unpack the history of aboriginal educational discourses via the lens of Michel Foucault’s idea of“history of the present.”The first section, through the discussions of the decentering of the subject, dynamic discursive space and discontinuous notion of temporality, is to map out the referential domain of system of reason that underscores the history of the present and through which the techniques of subject formation and the excluded otherness are excavated. Next, the three dimensions of“Sinicization education”,“multicultural education”and“pedagogy based on social restructuring model”are examined to discuss the aboriginal educational discourses from postwar period to the present. This essay considers educational discourses as“converting ordinance”, examining the processes the ideas of Sinicization education and multicultural education discourses were collected, that were partially transformed and incorporated in the contemporary aboriginal educational discourses. As such, the approach to history of the present destabilize the grounds upon which evolutionary histories has been written. It is through examining the grid of practices in which subjects of schooling were perceived and talked of that the foundations of the present are critically inquired. It, therefore, opens up educational change by not prescribing it.