本文藉由教育部2013年首度辦理「部落的呼喚-全國大專青年部落服務學習 經驗分享」徵件競賽活動中，獲獎的十三篇圖文類作品作為分析文本，嘗試從後 殖民批判觀點，運用Fairclough的批判論述分析方法，透過文本分析、過程分析 及社會文化分析之三維模式，探討大專青年眼中的原住民族部落形象以及知識、 服務學習與權力的脈絡，發現四百多年以來，臺灣原住民族已逐漸被主流文化論 述形構成許多刻板印象，再加上傳播媒體的散播與再現，已無聲無息的滲透在曰 常生活中，形成習以為常的壓迫與歧視，隱藏著優越感的認同以及奇觀式的差異 觀點，卻忽略關注臺灣原住民族的多重殖民處境：一方面須面對全球化資本主義 的大環境競爭，一方面是主流文化與部落文化的權衡，一方面是族群内部中大族 與小族的辯證。本文強調，任何一個文本、一次行動、一張圖像，都可以是一次 關懷、一次抵抗與顛覆。因此，大專學生至部落服務學習前，應先建立臺灣原住 民族運動等基礎知識，作為行動的意識，而各大專校院推動部落服務學習，應以 多元文化互為主體的概念，參與部落的在地實踐，釐清認同與權力的關係，反思 面對差異的態度與詮釋，重新形塑部落服務學習的意義。

The Ministry of Education held a national contest titled “The Calling of Tribes一The Experience Sharing of College Students5 Service Learning at Indigenous Tribes” in 2013. Using Fairclough’s Critical Discourse Analysis and three-dimensional pattern of text analysis, process analysis and sociocultural analysis as research methods, this study analyzes the 13 award-winning works from a postcolonial perspective. The study aims to investigate the images of indigenous tribes from college students’ perspectives and the relations between knowledge, service learning, and power. The study finds that many stereotypes about indigenous people have been formed through mainstream ideology. Those stereotypes have soaked into people’s daily lives through the media and produced accustomed repressions and discriminations. The diverse colonial contexts of indigenous races in Taiwan, such as competing with global capitalism, struggling between mainstream culture and tribal culture, and the conflicts between races of different sizes, have been neglected. Therefore, each individual article, activity, and photograph can be regarded as one revolutionary concern. To have a consensus motive, a college student should accumulate tribe-related background knowledge before attending the Service Learning. On the other hand, while promoting the Service Learning in a tribe, the colleges should build a comprehensive understanding about the essential issues and current status of that tribe in advance. Based on the concept of cultural diversity and long-term partnership of cooperation, the Service Learning can be remodeled to satisfy various demands, through practical implementations in tribes.