本文探討原住民族教育與當前學校教育之間的殖民關係與文化治理政治。作者申論學校教育一方面以維護強勢族群的政治、經濟利益為出發點，製造社會同質的想像，建構族群污名。另一方面以社會福利資源，整合中產階級的道德論述與教化，進行內在殖民。以致原住民兒童上學後，成為學校的孩子，在內造主流社會建構的成功圖像中，回鄉之路反而日漸遙遠。作者建議非學校（deschooling）的學習歷程，是抵殖民的原住民族教育主體生成的開始。原住民族教育應與社區生活結合、在家庭勞動分工中學習成為照顧者。以家園作為抵抗殖民的空間，回復共有的、情感的、學習的、生活實踐的知識與態度的原住民族教育，是抵殖民教育的內涵。作者建議，原住民族教育工作的挑戰是欲望的逆轉；是貧窮生活的重看；是主體的生成；是人民在差異處境中相互理解、連結與反思的社會抵抗行動。

This research intends to explore the manifestation of colonization in the cultural politics of indigenous education and schools. The researcher addresses issues around schools which aim to protect the political and economic interests of the mainstream society. Schools, on the one hand, produce the illusion of social progress and stereotyping ethnic minority cultures. On the other hand, schools use social welfare as resources to enhance the ideology of modernity and capitalist mindset. The mechanism of internal colonization embedded in schools teaches indigenous children become school’s children whose desire for better life and society are colonized. Thus, the researcher suggests that indigenous education should begin with de-schooling, in order to regenerate education for indigenous people. Indigenous education should links to community lives, teach children to learn from families who work together to take care of each other in the community. Homeplace should be seen as a site for decolonization in order to regain the passionate, educative, practical knowledge and values in indigenous education. The researcher concludes that the challenges of indigenous education is to reverse desire, rethink poverty, become subject, connect to homeplace, and develop reflexive social resistance.