從雙文化脈絡的研究來看台灣弱勢族群

Consult the School Education of Disadvantaged Ethnicities in Taiwan from Bi-Culture Researches

台灣近年來由於經濟發展，民主意識抬頭，開始注意到各族群的地位，特別是弱勢族群的福利。在學校教育上，由於人口結構的變遷，導致關注主體的轉變，早期較關注於原住民學童的問題，近期則較關注於外籍配偶子女的問題，原住民學童需經驗大多數學童不需經驗的雙重特殊文化適應，外籍配偶子女也因母親來自另一文化，而在家庭裡經歷到不同的文化、語言;外籍配偶子女的教育問題基本上應該與原住民族學童教育有所區別，但二者的社會處境卻相當雷同，皆是台灣的弱勢族群。紐西蘭社會裡'存在著白種人文化和原住民族群的毛利文化，美國社會則是各種族群的大;熔爐，聚集了白種人文化和各移民族群的文化，本文的主要目的在於引用紐西蘭及美國之雙文化脈絡的研究來看台灣亦是處在雙文化脈絡情境下的原住民及外籍配偶子女之研究及學校教育問題，藉以對原住民及外籍配偶子女之學校教育有所反思及助益。

Owing to the economic and democratic development in recent years， the ethnicity has been noticed in Taiwan， especially the welfare of the disadvantaged ethnicities. In school education， because of the changes of population structure， which result in the focus changes from aboriginal pupils to foreign spouse children. Theaboriginal pupils have to experience the special bi-culture accommodation that most school kids do not need， while the foreign spouse children have to experience different culture and language in family due to their mothers come from another country. Basically， the educational problem of foreign spouse children should be distinguished from the aboriginal pupils， but the social situation of the two is quite similar - both are disadvantaged ethnicities of Taiwan. In the New Zealand society， white race's culture and the aboriginal Maori culture live together. TheAmerican society is the large smelting pot gathered from white race's culture and culture of every immigrant's ethnicity. Theprimary purpose of this thesis is to consult bi-culture researches form New Zealand and America that are resembling to Taiwan， so that the educational problems of aboriginal and foreign spouse children might be amended.