本文透過在大學中開課、研究與出版情形，檢視自2000 年來台灣教育人類學與多元文化教育發展的狀況。並整理作者多年來在花東地區開設教育人類學之教學的經驗，以開放式問卷收集過去學生的學習心得，與同行之教學經驗，藉以反思教育人類學教學在原住民族知識傳承與多元文化教材開發上所能扮演的角色與功能。研究發現本課程之學習可以應用到原住民族教育、多元文化教育、教育中人與知識的統合，對學習者思想、價值觀與生活，有積極與正面的意義與影響。其次，在方法學及研究視野上有需擴充，方能有更多的發展。因此，需要更多研究者與實務工作者的投入，開設教育人類學系列課程，展開研究與專業服務工作，以培養更多的原住民族教育人才與孕育多元文化的發展。

The author utilizes her experiences of teaching educational anthropology in higher education as a means to self-reflect the development of educational anthropology in Taiwan. Also some data are collected from the open-ended questionnaires which were filled out by her graduate students who took
educational anthropology course before and colleagues who are teaching the same course in other universities. The research findings are: the attitude, knowledge and skills which the students have learned from this course can be applied to their work fields and own life experiences, as well as their beliefs and values. In order to promote educational anthropology, instructors of this course need to broaden the methodology used by the current field and research visions. And more teachers and researchers are encouraged to work on the further development of educational anthropology.