Whole-community approach as a way to support Indigenous learners in urban areas in Taiwan

Nesterova, Y. (2022) Whole-community approach as a way to support Indigenous learners in urban areas in Taiwan. In: Gube, J., Gao, F. and Bhowmik, M. (eds.) Identities, Practices and Education of Evolving Multicultural Families in Asia-Pacific. Series: Evolving families. Routledge, pp. 117-133. ISBN 9781032003337 (doi: 10.4324/9781003173724-10)

Abstract

The migration of Indigenous people to urban areas has led to an increase of Indigenous learners in urban schools where little adjustments are made in the curriculum, pedagogies, or school environment to accommodate them. For Indigenous people, continued assimilationist practices result in identity issues, feelings of isolation, marginalization, and challenges that restrict academic progress. This chapter draws on 24 in-depth interviews with Indigenous leaders, educators, and academics in Taiwan. It presents their insights on how learning and living as migrants in urban areas are affecting Indigenous learners’ identities and academic progress. It then showcases in detail two initiatives Indigenous people have been developing to support Indigenous learners and learning, and draws lessons for policy and practice from them. These include a community-based learning program (nonformal) and experimental schools (formal). Both of them are Indigenous-led, building on Indigenous knowledges and ways of knowing, and engage community members of all ages, genders, and skills.

• Item Type: Book Sections
• Status: Published
• Glasgow Author(s) Enlighten ID: Nesterova, Dr Yulia
• Authors: Nesterova, Y.
• College/School: College of Social Sciences > School of Education
• Publisher: Routledge
• ISBN: 9781032003337
• Copyright Holders: Copyright © 2022 The contributor
• First Published: First published in Identities, Practices and Education of Evolving Multicultural Families in Asia-Pacific: 117-133
• Publisher Policy: Reproduced in accordance with the publisher copyright policy