走過兩個十年：原住民族教育法的回顧與展望

Walked through Two Decades: Review and Prospect of Indigenous Peoples Education Act

原住民族教育法係我國第一部以「民族」為規範主體的立法，見證了國家原住民族教育治理從計畫型政策扶助到制度性教育權建構的變革，也呈顯國家與原住民族關係歷經殖民治理、威權統治到民主化的過程。二○一六年八月一日總統代表政府向原住民族道歉，促進臺灣原住民族第三波的權利運動，也啟動包括原住民族教育法在內的立法工程。本文係以爬梳國家原住民族教育治理的歷史脈絡，藉由檢視各階段「發展原住民族教育五年計畫」與歷次《原住民族教育法》之修法內容，進而聚焦二○一九年之修法成果，輔以原住民族教育權利之國際發展趨勢，析論當代原住民族教育權的理據與實踐圖像。

Indigenous Peoples Education Act is the first piece of legislation in Taiwan that takes “ethnicity” as the normative subject. The aforementioned Act has transformed the national indigenous education governance from planned supporting policy to the construction of institutional education rights. The legislative transformations have also testified that the relationship between the state and indigenous peoples has gone through colonial governance, authoritarian rule, and democratization. On August 1st, 2016, President Tsai Ing-wen, on behalf of the government, delivered a national apology to indigenous peoples for the historical injustices the successive authorities had brought upon them. Among its significant influences, the national apology has initiated the 3rd wave of indigenous rights movements. Further, in this regard, the government has launched a series of indigenous legislative constructions, including the revision of the Indigenous Peoples Education Act.
Firstly, this article outlines the historical context of the national indigenous education governance. Next, by reviewing the consecutive “Five-Year Plan for the Development of Indigenous Education” and the Indigenous Peoples Education Act revisions, this article dwelled upon the results from the 2019 amendment. Finally, supplementing with international development trends on indigenous education rights, this article analyzes the reasoning of contemporary indigenous education rights and re-establishes its practical framework.