綜合此次參加 2011 歐洲教育研究年會「Urban Education」並發表論文的心得與收穫，主 要有如下四項：
一、這是我第一次於歐洲大陸發表論文，除了增加台灣於歐洲國際學術會議的能見度外，
也有助於我跟來自歐洲不同國家、大學教育人員之間有關教育與文化的瞭解。
二、除了我自己的論文發表場次外，也挑選一些關於多元文化、語言、宗教方面的其他
論文場次參與並加入的討論，可以瞭解國際當前教育領域的重要研究議題與問題，特別是歐 洲的觀點。並且，也可以觀摩他國學者論文發表與 ppt 呈現的功力，以及主持人會議主持的 技巧與態度。
三、歐洲教育學會對每場次主持人的挑選都相當稱職，至少在我的場次與其他我所參與 的場次都如此。相較於 AERA 由於場次更多，常常主持人都是由該場次發表人之一擔任，或 是由台下參與者自願擔任，甚至無主持人的狀況下，更得以讓一個正式的論文發表會議更完 善。
四、相較於 AERA 的會議，地點大都在幾個美（加）大都市的大飯店舉辦，交通便捷、
周邊生活機能活絡外，難免多了點商業氣息。EERA 會議則輪流在歐洲各國大城市鄰近的大 學舉辦，如此次的柏林自由大學。當然交通、設施會場不若在飯店一般便捷、豪華，但是相 較之下，更顯出學術的質樸、靜謐與莊嚴。同時也得以就近觀察一所大學的校舍環境、人員 互動與經營。此次在柏林自由大學的 EERA 會議，我就發現他們相當貫徹節能減碳的執行。
例如早上 10 點以後到下午 3 點以前的會議，場內若有陽光自窗台灑入，能見度可以，室內都 是關燈進行的。中午休息時間，無會議進行時，工讀生鐵定會進場整理並清場。這種盡量利 用自然光，不耗費能源的措施與精神，是我們身為地球一份子當效仿學習並厲行的。
An aboriginal teacher in Taipei city: Identity, context, and culturally responsive teaching
Chuen-Min Huang
National Taiwan Normal University
Abstract
The acculturation process of minority group in a mainstream society is an important issue to understand especially in a multicultural and/or intercultural situation. Taiwan is a multicultural but definitely not a monolingual society although the percentage of the population of the two racial groups is widely disparate. They are 97.79 percent Han people and 2.21 percent aborigines (Executive Yuan, Taiwan, 2010). The fourteen aboriginal tribes that belong to the Malayo-Polynesian Austronesian linguistic family are racially and culturally different from the dominant Han people who belong to the Sinitic (or Sino-Tibetan) linguistic family. However, the educational policy before 1987, the year martial law was lifted, was more tend to be an assimilation approach. All aboriginal children enter the mainstream schools of Han people under the policies of educational subsidy and tuition waiver as well as the policy of point-adding.
In 2010, the percentage of college students of the aboriginal and Han people is still highly discrepant, 98.63 percent Han students and 1.37 percent aboriginal students (Ministry of Education, Taiwan, 2005) even though the percentage of aboriginal college students has increased in ten years.
Most of the aboriginal students have to leave their tribes and to keep survival in the cross-cultural/boundary experiences during the processes of pursuing their higher education in city.
Not surprisingly, very few of the aboriginal people who have graduated from colleges and have earned teacher certificates return to teach in their tribes. It means lots of aboriginal teachers select to teach in the mainstream schools of Han people. It is important to know what the processes of identity development of the aboriginal teachers in different contexts are, how the identity developments influence their curriculum consciousness and pedagogical practices, and if any culturally responsive teaching has occurred in the classroom teaching in urban school.
The major purpose of this study was to investigate the identity development of an aboriginal teacher in different contexts in Taiwan, the relationships between identity development and curriculum consciousness and pedagogical practices, and the possibilities of culturally responsive teaching in the classroom in Taipei. The study adopted qualitative case study approach to collect data. One aboriginal teacher in Taiwan was selected to participate in this study. The criteria for selection participant include: cross-cultural/boundary experiences, teaching experiences more than ten years, and teaching in Taipei. Data derived from in-depth individual interviews and documentary analysis provided significant information to answer the research questions. The theoretical concepts and framework in this study were derived primarily from the thinking of Banks (1994) and Gay (2010). Banks’ theory on identifications of ethnic youths and Gay’s on culturally responsive teaching are both helpful for further discussion.
developments evolved in the cross-cultural/boundary experiences from living in aboriginal tribe via school settings to urban context. They are stages of ethnic stigmatization, ethnic denegation, ethnic resistance, ethnic clarification, and ethnic commitment. Second, the influential factors on ethnic developments are diverse including family education, education level of family, minority/majority contact experiences, degree of assimilation, school education, attitudes from teachers and peer group, teaching materials, and the experiences in the aboriginal student social club. Third, teaching of minority teacher in mainstream city has been full of struggling for ethnic identification, environmental adjustment, cultural mediation, and teaching confidence building.
Finally, more aboriginal tradition cultures have being recognized by aboriginal teacher along with the developments of ethnic clarification and commitment, but more pedagogical knowledge of culturally responsive teaching, aboriginal language teaching, and teaching confidence need to be reinforced.
Key Words: aboriginal teacher, culturally responsive teaching, identity development, Taipei
Reference
Executive Yuan, Taiwan (2010). The demography of aboriginal people in Taiwan. 2011, 1, 12, derived from http://www.dgbas.gov.tw/ct.asp?xItem=15408&CtNode=4594
Ministry of Education, Taiwan (2005). White paper on aboriginal education policy. 2010, 12, 19 derived from http://140.111.34.34/main/download/download.php
Banks, J. (1994). Multicultural education: Nature, goals, and practices. In J. Banks, Multiethnic education: Theory and practice (3rd ed.)(pp. 40-63). Boston: Allyn and Bacon.
Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). New York:
Teachers College Press.
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