CAJ | 학술논문

随着殖民主义的深入,移民国家的建立,世界各地的原住民面临着全球化与国家一体化的双重挑战。在这种背景下,原住民教育失去了其传承本土文化的原生职能,转而成为消灭原住民文化、同化原住民的工具。＂被偷走的后代＂是澳大利亚强制同化原住民的产物,指在大约1869-1969年期间,英国殖民当局将10万原住民孩子强迫带离其父母、家庭、社区,从而对他们实施强制同化教育的行径。本文在历史发展与文化变迁的大背景中梳理澳大利亚原住民强制同化教育的过程、动机及其后果,并对我国少数民族教育改革提出对策建议。
수착식민주의적심입,이민국가적건립,세계각지적원주민면림착전구화여국가일체화적쌍중도전。재저충배경하,원주민교육실거료기전승본토문화적원생직능,전이성위소멸원주민문화、동화원주민적공구。＂피투주적후대＂시오대리아강제동화원주민적산물,지재대약1869-1969년기간,영국식민당국장10만원주민해자강박대리기부모、가정、사구,종이대타문실시강제동화교육적행경。본문재역사발전여문화변천적대배경중소리오대리아원주민강제동화교육적과정、동궤급기후과,병대아국소수민족교육개혁제출대책건의。
Indigenous culture was in the state of natural development, and its education aimed at passing on their traditional culture. After 1500, along with the coming of Western colonists, indigenous local society was destroyed; and their traditional culture underwent dramatic changes as well. Later, with the founding of immigrants countries, the indigenous people in these countries faced with double challenges of globalization and integration. In this context, indigenous education lost its original functions of inheriting traditional culture and became the tool of assimilation of Aboriginal people. The ＂stolen generation＂ is a kind of institutional arrangement by which colonial authorities took 100,000 aboriginal children from their parents, family and community by force during 1869 - 1969 in Australia. Based on the historical development and cultural change in Australia, this paper sorts out the process, motivation, consequences of the forced aboriginal assimilation education, and puts forward countermeasure proposals for minority education reform in China.