臺灣原住民國中生升學優惠政策實施之批判詮釋研究—基層人員觀點

Abstract

摘要 本研究目的在應用批判詮釋途徑探討原住民國中生升學優惠政策實施時基層人員所採取符應政策的做法，因為不同的立場觀點導致政策落差的情形以及國中基層人員對此政策的詮釋做批判分析。從相關文獻檔案回顧與理論分析中，梳理出對此政策的先前理解，在文獻探討上，以原住民升學優惠政策為主要焦點，敘說原住民學生升學的重要性、我國原住民升學優惠政策發展的沿革以及了解其他國家採取原住民升學優惠政策的現況與評析，在理論探討上，整理出對原住民升學優惠政策的相關的實施理論與批判詮釋的應用，以文獻與理論探討，理解出原住民升學優惠政策的政策意圖、政策指涉與政策脈絡。 在研究方法上，主要採取訪談法的方式進行，訪談是以國中基層人員為主，同時也訪談實際受惠的對象—原住民學生，以瞭解導致原住民學生不用升學優惠政策改進原住民專班的各項理由，方法上以立意取樣方式，分別邀請並訪談具有代表性的一所偏鄉原住民國中、城鎮國中以及都會國中的校長、主任或承辦組長、導師及學生，包括原住民專班學校基層人員(校長、主任、組長)及學生共23人。 本研究訪談大綱主要以原住民升學優惠政策在學校的實施作法、此政策實際實施的成效(了解政策落差情形)以及基層人員對此政策的詮釋三方面作為主軸進行訪談。研究結果發現，原住民升學優惠政策在學校的實施作法上，以學校對原住民學生升學優惠政策的宣導強弱、開設族語課程實際運作以及支持情形作探討分析，其次就原住民升學優惠政策實際實施的成效上，提出政策上位目標（公平正義、文化保留）與基層人員在學校執行情形的政策落差情況作分析，最後在基層人員對原住民升學優惠政策的詮釋上，以學校基層人員及學生對原住民升學優惠政策的認知、產生原因及對此政策的態度作討論，最後，根據本研究之結果，對未來相關政策之走向、政策分析與後續研究提出改進建議，供教育決策當局參考之。

Abstract The purpose of this study is to explore the application of critical hermeneutic to Taiwan indigenous junior high students’ affirmative admission policy implementation research, in which the focus is on the implementation of the street-level bureaucrats’ interpretation of what they do, how they do by their points of view and what effectiveness they did (the divide of the objectives and the implementations). Thus the critical hermeneutic method is applied to understand and reflect the meanings of the public and stakeholders’ horizons to analyze this policy from different aspects. From the literature review and the theory analysis, there is a prior understanding to this policy. The literatures view focus on the indigenous affirmative admission policy. In the chapter, Indigenous students’ affirmative admission policy, and introduce the affirmative action policies of other countries. The chapter of the theory is to explore the implementation theory about the indigenous affirmative admission policy and the application of the critical hermeneutics. By the literature and theory review, understand the policy intention, the policy reference, and the policy context of the indigenous admission policy. The method of the research is to use the semi-structured interviews. Three schools of different types (the rural, the town, and the urban school) were chosen from the list of schools that had many indigenous junior high students or the higher percentage indigenous students at school. Besides, the school with the indigenous classes was also chosen to be interviewed. Purposive Sampling method was used to interview twenty-three people including principal, administrative staff who handles the indigenous students’ things, homeroom teachers, and two or three indigenous students in the school participated in the study. This research result discuss about what street-level bureaucrats did at schools, why they did at school and how they feel and whether they achieve the objectives of the policy. It is found that the above-mentioned effects and problems not only come from the policy itself, but also represent street-level bureaucrats’ professional autonomy. Finally, based on the results, this study provides some suggestions to the policy authorities and policy analysts.