原住民族幼兒性別平等教育之文化回應行動框架

A Culturally Responsive Action Framework for Gender Equity in Indigenous Early Childhood Education

本研究從文化回應×性別平等視角，建構台灣原住民幼兒性別平等教育之行動框架。指出原住民幼兒在《性別平等教育法》與《原住民族教育法》制度下，仍處於性別與族群交織不平等與政策－現場落差之中。研究採文獻分析與概念建構，結合理論與紐西蘭、澳洲、北美原住民族幼教經驗，分析原住民幼兒性別理解的文化脈絡，以及教師與教材準備、社區態度、語言與資源等實務困境。進一步界定原住民幼兒性別平等素養五項核心：性別角色覺察、多元性別尊重、權利與身體界線意識、文化中平等與互補價值的欣賞，以及對不公平情境的公平感與批判思考。在此基礎上，提出課程與教材、師資專業發展、社區與家長夥伴、多元男性典範、研究評估及政策資源等六項文化回應策略。結論認為，將全球性別平等倡議轉化為連結部落文化與幼兒日常生活的在地實踐，是同時促進原住民幼兒性別平權與族群認同的關鍵。

This article develops a culturally responsive action framework for gender equity in Indigenous early childhood education in Taiwan. Within the policy context of the Gender Equity Education Act and the Indigenous Education Act, it argues that Indigenous young children face intersectional inequalities at the nexus of gender and Indigeneity and that existing gender initiatives often remain detached from Indigenous cultural worlds. Using literature review and conceptual analysis, the study draws on intersectionality, cultural capital and ecological systems theories, and reviews research and practice from Aotearoa/New Zealand, Australia and North America. It maps the cultural foundations of Indigenous gender arrangements and analyzes policy–practice gaps in teacher preparation, curriculum, community attitudes, language and structural resources in both rural Indigenous and urban mainstream settings. On this basis, the paper identifies five core domains of gender equity competence for Indigenous young children and proposes six strategic directions: culturally internalized curricula and materials, sustained teacher professional development, community and family partnerships, diverse male role models, research and evaluation mechanisms, and stable policy and funding support. The article concludes that linking global gender equality agendas to locally grounded Indigenous cultural resources is essential for advancing both gender justice and Indigenous identity in early childhood.