Paper short abstract:

In this research, I will present an investigation conducted during my doctoral fieldwork within an indigenous school in Taiwan. The primary focus is to address the issue of serial colonialism and its impact on ‘Atayal schools.

Paper long abstract:

These schools aim to reverse the stigmatised identity of indigenous communities by incorporating indigenous cultural traditions (known as gaga) into their curriculum, especially, bring school children to their ancestral homeland in the mountain. However, ‘Atayal schools still face the challenge of meeting the national standardised test requirements and achieving satisfactory results by asking Atayal schoolchildren to do the exam paper in the aftermath of their gaga curriculum in the mountain. The objective of this result is to explore the development contemporary indigenous identity within the afterschool programme of an ‘Atayal School’. By examining various pedagogical perspective and the role of imaginative identity, I aim to investigate how key academic subjects such as mathematics, English, and Chinese reading are taught through the afterschool curriculum to produce the ‘educated’ indigenous student. Additionally, I will explore the experiences of indigenous-community-based teachers and how the afterschool programme contributes to the caring of indigenous student/children. Overall, this research seeks to shed light on the intersection of indigenous identity, academic subjects, and the role of afterschool programme in nurturing the indigenous students’ identity via schooling.