Cultivating Insight and Respect: Developing a Culturally Responsive Curriculum Based on Paiwan Indigenous Wisdom in Taiwan (75728)

Session Information:

Wednesday, 22 November 2023 15:45
Session: Poster
Room: Orion Hall
Presentation Type: Poster Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

In the pursuit of honoring the ethos of the Education Act for Indigenous Peoples, which aims to foster mutual understanding and respect among diverse cultural collectives, this study embarks on a thorough exploration of indigenous knowledge. The intention is to metamorphose this knowledge into scholastic curricula and educational resources. Our aspiration, by grounding ourselves in the wealth of Paiwan cultural wisdom, is to architect a culturally reflective curriculum and pedagogy that enhances students' insight into and admiration for indigenous heritage. Over the initial two years, our quest is to form a conceptual framework of Paiwan traditional knowledge. In the subsequent year, this systematic knowledge will be matured and the curriculum and pedagogy will be suitably metamorphosed to cultivate a culturally reflective curriculum, ready to be actualized within indigenous high schools. This study delves into the quintessence and distinctiveness of indigenous knowledge system, scrutinizing its marginalization within infrastructures dictated by unequal power dynamics. It brings to light the confines of conventional indigenous cultural investigations, such as the Othering of indigenous communities and the fragmentation and discontinuity of indigenous knowledge, shortcomings that fail to genuinely apprehend its integrity and worth. This account is an assemblage of our midterm findings, born out of literary scrutiny and field dialogue. We have tentatively identified three strata within the Paiwan knowledge structure, with a more exhaustive framework slated for fulfillment in the latter part of the year.

Hui Min Chou, National Academy for Educational Research, Taiwan

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00