The Inculturation Approach, Curriculum, and Indigenous Peoples: From the Aspect of Anthropology of Education
This article aims to explore the application of the inculturation approach in indigenous higher education. It first looks at the emergence and development of indigenous higher education in the contemporary world. It then reviews theoretical approaches to indigenous higher education, including countries such as USA, New Zealand, Japan, and Taiwan, which currently applying inculturation approaches to their respective universities. A literature and theoretical review will be followed by a ‘singlesited’ ethnography: The Inculturation of one Atayal community in Wulai, New Taipei City, into one national university in Taiwan. The ethnographical account reveals the innovative educational and social practices employed by that university which played a prominent part in the establishment and maintenance of good relationships with that Atayal community. It also uncovers certain practices that appeal to local Atayal people, including the establishment of a community office, the empowerment of the Atayal people and the coordination of a social network (local district office, schools, churches, civic organizations and so forth). Based on these specific ethnographical findings, the authors reflect on the inculturation approach more generally and make further concluding remarks to this research.
|關鍵詞||大學與社區、合作關係、在地取向、原住民高等教育、教育人類學、university and community、collaborative relationship、inculturation approach、indigenous higher education、anthropology of education|