2-04_周惠民、顏淑惠_IndigenousEducation：AComparativePerspective.pdf

台灣原住民研究論叢 第二期 民國九十六年十二月 第 65～96 頁 Indigenous Education: A Comparative Perspective Hui-Min Chou （周惠民） Shu-Huei Yen （顏淑惠） 中央研究院民族學研究所助研究員 國科會博士後研究員 Abstract Dealing with Indigenous education, the following questions have to be considered: What is the nature and design of the education system that Indigenous students attend? And why does this system contribute to high dropout rates and lack of academic success of Indigenous students? To answer these questions it is important to examine the development of Indigenous education historically. A comparative perspective can also, I believe, reinforce our understanding not only of the present state but also the future direction for Indigenous education. This article is an attempt to assess the history, characteristics, and achievement of Indigenous education in the United States, Canada, and Taiwan. Following the demographic distribution of Indigenous people in three countries, a brief history of Indigenous education is provided to realize its development. The critical commonalities and school experiences of Indigenous students are discussed comparatively to illustrate the characteristics of Indigenous education. In conclusion, the principles of Indigenous education are suggested to improve Indigenous education. Keywords: Indigenous education, comparative education, ethnic minority Introduction Historically, American Indian and Alaska Native students have not experienced the level of school success enjoyed by majority culture students (Reyhner, 1992). Substantial literature documents that Indigenous students have been denied access to 66 台灣原住民研究論叢 equal educati