族群與知識正義：臺灣客家與原住民族學科建制發展之比較

Abstract

臺灣客家學科與原住民族學科是國家多元文化政策推動下，所建構出的高等教育學院制度及學術產出。然而學科建制的承認政治議題，仍是其當今發展上的困境。本文藉由比較兩者的發展過程，提出「族群與知識正義」的理論，認為臺灣族群學科的建制正是提供族群知識論這個集體解釋資源的成長空間，知識將基進地轉型為弱者增能與抵抗的知識，因之知識正義係將單一尺度的知識階層化翻轉為去中心的知識論多樣性，藉由建構族群知識論的主體性，同步地建構少數族群的主體性。

Taiwan Hakka discipline and Indigenous discipline are the higher education institutions and academic outputs constructed by the state through the promotion of multicultural policies. However, the issue of the politics of recognition on disciplinary establishment is still a developmental dilemma for them today . This paper compares the development process of the two disciplines, and puts forward the theory of 'ethnicity and epistemic justice'. The establishment of the Hakka discipline and Indigenous discipline is to provide the space for the collective interpretation of the epistemologies of ethnic minorities. That is to say, the knowledge will be radically transformed into the knowledge of empowerment and resistance of the weak . As a result, epistemic justice is to turn epistemological stratification into epistemological diversity. Only by constructing subjectivity of their own epistemologies can ethnic minorities construct subjectivity.