國家教育研究院

　　從十七世紀至二次大戰結束後，臺灣當權者所主導規劃的原住民族政策與相關教育措施，始終存在著向統治者傾斜的軌跡與內涵；直到原住民族之主體性漸受重視的1980年代，此種基調方有轉變契機。本文試圖以本土思維為基本取向，分就殖民時期、戰後時期及法治時期等各階段之法令措施，探討臺灣原住民族教育政策的連續性與斷裂性，並據此檢視我國原住民族教育政策之法制內涵，進而思索相關政策所應具有的時代性與前瞻性。最後，本文將以當前原住民族之憲法定位為基礎，對照分析法治架構下的原住民族教育政策現況及其脈絡取向，期能釐清臺灣原住民族教育法制之核心價值，俾藉此開展以尊重族群自主為基調的原住民族教育政策。

　　From the 17th century to the end of the World War II, the educational policies of indigenous peoples in Taiwan were in favor of the government authorities. This did not change until the 1980s when the subjectivity of the indigenous peoples received more and more attention. Based on the concept of localization, this paper attempts to discuss the continuity and discontinuity of the educational policies of the indigenous peoples in the eras of the colonization, postwar, and constitutional state respectively. Such a discussion will help examine the connotations of policies and measures related to the education of the indigenous peoples and whether they meet the contemporary trends and future prospects. Finally, this paper contrasts the constitutional position with the current educational policies and measures of the indigenous peoples in Taiwan in order to clarify their core values. Hopefully, this could facilitate the establishment of more educational policies that respect the autonomy of the indigenous peoples.