打造一所原住民族學校： 組織轉型下的教師辦學實作文化

Abstract

山邊國小由一般公立小學轉型為公辦公營的阿美族實驗學校，教師試圖透過組織改革，實踐以原住民族為主體的教育模式。這類原住民族實驗學校的轉型歷程，展現出高度動態調整與持續生成的特性。然而，現有文獻往往將學校視為靜態組織，並將重心集中在民族教育課程的發展，較少關注教師在整體組織轉型中所扮演的角色，因而無法充分解釋原住民族教育主體性如何於辦學實作中被形構。本研究旨在透過對組織轉型歷程的分析，探究教師在辦學決策與實踐行動中所呈現的思維邏輯，本文將此定義為教師的「辦學實作文化」，以回應原住民族教育主體性如何可能的命題。主要的研究方法為學校校務資料分析、教師的半結構式訪談，以及為期一年的間歇性田野觀察。研究結果顯示，山邊國小教師的辦學實作最初回應的是來自族群與國家兩種集體政治主體的期待;隨著實驗教育的展開學生個體的主體性發展需求日益浮現，逐漸成為教師行動中不可忽視的張力來源。來自族群、國家與學生的多重主體需求彼此交織互動，形構出公辦公營原住民族實驗學校轉型脈絡下的教師實作文化。本研究認為，要為原住民族教育主體性的建構歷程提出解釋，不應侷限於制度層次或民族教育課程的發展。而須進一步從整體組織運作與課程架構的視角出發，思考教師如何在多重主體間進行實作上的平衡與協調。唯有教育政策與實踐能有效整合集體與個體層次的主體訴求，並看見教師居中協商的角色，以給予真正符合辦學需求的支持，原住民族教育主體性才有可能在教師的辦學實作中落實，促進學生與族群的長遠發展。

Mountain School has operated as an publicly Indigenous experimental school since August 2020. Through reforms of the school system, teachers aim to implement an Indigenous-centered educational model. This organizational transformation is a dynamic and evolving process. However, scholars often view schools as static organizations, overlooking the agency of teachers in such transformations, which makes it difficult to fully explain the construction of Indigenous educational subjectivity. This study aims to explore the underlying logics of teachers’ decision-making and practices during organizational transformation. These logics are conceptualized as teachers’ cultural toolkits, which serve as an analytical lens to address the question of how Indigenous educational subjectivity can be realized. The research methods include analysis of institutional documents, semi-structured interviews with teachers, and intermittent field observations conducted over the course of one year to examine teachers’ experiences. The findings reveal that teachers at Mountain School initially oriented their practices towards the dual expectations of the Indigenous community and the state, both of which represent distinct forms of collective political subjectivity. However, as the transformation of experimental education unfolded, students' individual subjectivity and developmental needs gradually emerged as a source of tension that teachers could no longer overlook. The intertwined and dynamic demands from the Indigenous community, the state, and students shape teachers' cultural toolkits within the organizational transformation of publicly operated Indigenous experimental schools. This research argues that explanations of how Indigenous educational subjectivity is realized should not be limited to the level of policy or to the design of Indigenous curricula. Rather, it is essential to examine how teachers navigate tensions and coordinate practices across collective and individual demands amid organizational change. Indigenous educational subjectivity can only be realized through teachers’ practices when educational policies and practices meaningfully integrate the expectations of multiple subjectivities and recognize teachers as key mediators. This, in turn, will contribute to the long-term development of both Indigenous students and their communities.