In 2013, Council of Indigenous Peoples initiated the school-based indigenous education curriculum project aiming to the consolidation of school and buluo（部落，tribal community）and to the integration of general and indigenous education. On 19th November 2014日, Enforcement Act for School-Based Experimental Education has come into effect. Since 2016, furthermore, Ministry of Education along with the Council of Indigenous Peoples launched a new phase of Five-Year Medium-Term Program to Develop Indigenous Education (2016-2020), which officially announced indigenous experimental school as one of the core items. Based on the aforementioned policy frameworks, Taichung City P’uma Elementary School had become the first indigenous experimental school in Taiwan.
Nevertheless, Indigenous Education Act attest that the government shall protect the indigenous rights to education based on the will and wish of indigenous peoples. Also, the Act affirms that indigenous peoples are the principal subject of indigenous education. Additionally, the Act signifies safeguarding indigenous dignity, ensuring indigenous cultural survival, advancing indigenous well-being, and advancing inter-ethnic prosperity are the core purposes. Consequently, how to echo former core concerns by engaging indigenous education with experimental education model is my priority research subject. Moreover, in the context of Enforcement Act for School-Based Experimental Education, how to delineate the specific education philosophy and to conceptualize the indigenous education philosophy are my two parallel research cores.
This research is proposed to extract the cultural connotations of indigenous knowledge and worldview. Further, in the context of multiculturalism, this research aims to establish a new indigenous experimental education paradigm which will contribute to the future infrastructure of indigenous school and education system.
