In the mountainous and culturally rich regions of Taiwan, the educational landscape is undergoing a quiet yet profound transformation. At the heart of this transformation lie the non-indigenous preschool teachers who serve indigenous communities, and the culturally relevant pedagogical methods they employ to bridge gaps – both linguistic and cultural – between themselves and their students. The issue of cultural relevance in early childhood education is particularly complex in Taiwan due to its multi-ethnic demographic composition, consisting of indigenous peoples with distinct languages, traditions, and worldviews. This evolving pedagogical approach is not merely about language acquisition or academic development; it deeply engages with identity, representation, and the preservation of indigenous heritage amidst rapid globalization.
The challenge for non-indigenous teachers in these regions arises primarily from their position as cultural outsiders working within communities that maintain strong spiritual and cultural traditions vastly different from the dominant Han culture of Taiwan. Historically, education in these indigenous areas has trended towards assimilationist policies that have marginalized native languages and customs in favor of mainstream Mandarin and standardized curricula. However, contemporary research, as highlighted in Chen BC’s recent study published in ICEP (2023), underscores the significance of culturally relevant pedagogy as an essential framework that teachers can utilize to foster both educational success and cultural affirmation among indigenous preschoolers.
Culturally relevant pedagogy operates on principles that recognize and incorporate students’ cultural references within the learning environment, thereby fostering engagement and a sense of belonging. For non-indigenous preschool teachers in Taiwan, this means developing a deep understanding of indigenous epistemologies—ways of knowing and learning that are embedded in oral histories, kinship networks, rituals, and land-based knowledge systems. These educators move beyond simple tolerance or superficial acknowledgment of indigenous culture and strive towards authentic integration of indigenous cultural elements into daily classroom activities.
This pedagogical shift is technically challenging and demands an adaptive, reflective teaching style. Teachers often struggle with the dissonance between their own cultural upbringing and the indigenous cultural frameworks they attempt to teach. Professional development, therefore, plays a decisive role, with workshops and community collaborations aimed at training non-indigenous teachers in language revitalization strategies, indigenous storytelling, music, and dance as educational tools. Such initiatives recognize that revitalizing indigenous languages and cultural practices begins in early childhood education, where foundational cognitive and social development processes occur.
One of the significant technical aspects of culturally relevant pedagogy in this context involves curriculum design. Standardized curricula typically serve urban or majority-culture settings, which do not account for the lived experiences of indigenous children. Thus, educators and curriculum developers must engage in a process of curriculum localization—tailoring content to meet cultural, linguistic, and environmental realities of indigenous communities. This localization includes incorporating indigenous languages as mediums of instruction and embedding land stewardship ideals deeply intertwined with indigenous worldviews, which reinforce children’s identity and responsibility towards their ancestral territories.
Observations from classrooms in indigenous areas of Taiwan reveal that non-indigenous teachers who embrace culturally relevant pedagogical strategies experience increased student motivation, higher attendance rates, and better social-emotional outcomes. These educators employ storytelling traditions and oral histories not just as novel teaching aids but as fundamental modes of communication that reinforce community values and collective memory. This practice not only enriches educational content but also aids in the decolonization of classroom discourses, which often privilege written, Western forms of knowledge over indigenous oral knowledge systems.
The integration of technology in this pedagogical framework presents both opportunities and challenges. Digital tools can facilitate access to indigenous language resources, help document endangered dialects, and connect dispersed indigenous communities. However, technology must be applied judiciously to ensure it does not replace or undermine traditional face-to-face cultural transmission modalities. For non-indigenous teachers, navigating this balance requires cultural sensitivity, technical literacy, and ongoing community consultation to ensure technology serves as an aid rather than an impediment to indigenous education.
Another critical component of culturally relevant pedagogy concerns the social-emotional context of indigenous preschoolers. Non-indigenous teachers must be adept not only in subject matter but also in culturally competent emotional support strategies. Many indigenous children face historical and intergenerational traumas related to colonization, land dispossession, and cultural suppression. Educational environments that affirm their identities and incorporate healing practices rooted in indigenous cosmologies can provide crucial buffers against such adversities. Non-indigenous teachers, therefore, often collaborate closely with indigenous elders, community leaders, and families to embed holistic approaches to child well-being within the classroom.
Furthermore, language revitalization is a central pillar in this educational movement, given that many indigenous languages in Taiwan are endangered or severely restricted in daily use. Preschool represents a critical window for immersive language learning, a fact non-indigenous educators actively utilize by incorporating indigenous language instruction and ensuring languages thrive within their cultural contexts rather than in isolation. This approach requires non-indigenous teachers to acquire at least basic proficiency in local indigenous languages and to understand linguistic structures distinct from Mandarin or other dominant languages.
Importantly, the success of culturally relevant pedagogy is reliant on the institutional support structures provided by educational authorities in Taiwan. Progressive policies that validate indigenous languages and cultures as core components of curriculum standards empower non-indigenous teachers to innovate pedagogically. At the same time, bureaucratic constraints may inhibit such creativity, as standardized testing and national benchmarks often conflict with localized, culturally responsive educational goals. Therefore, the role of advocacy becomes as significant as direct pedagogical practice in shaping long-term outcomes for indigenous early childhood education.
The implications of Chen’s research extend beyond Taiwan, offering a model for other multiethnic and multicultural societies grappling with the legacy of colonialism and the marginalization of indigenous peoples. The methodologies developed by non-indigenous preschool teachers embedded in indigenous communities highlight a transformative potential for education as an instrument of cultural preservation and social justice. By foregrounding indigenous voices and epistemologies within the earliest stages of formal education, these teachers challenge pervasive narratives of cultural deficit and instead champion resilience, creativity, and cultural revitalization.
It is critical to acknowledge that culturally relevant pedagogy is an ongoing, dynamic process rather than a static formula. The relationship between non-indigenous educators and indigenous communities necessitates continuous dialogue, trust-building, and reciprocal learning. Non-indigenous teachers must approach their roles with humility and a commitment to lifelong learning, recognizing the limits of their own knowledge and the authority indigenous knowledge holders possess over their cultural heritage. This ethos enhances educational outcomes and strengthens community ties, ensuring that education serves not as a tool of assimilation but as a catalyst for empowerment.
In sum, the pedagogical practices of non-indigenous preschool teachers in indigenous areas of Taiwan, as examined by Chen BC, represent a vital intersection of education, culture, and identity politics. These practices challenge conventional paradigms by repositioning indigenous ways of knowing at the core of early childhood education, fostering environments in which indigenous children can thrive academically and culturally. This pioneering work underscores the profound impact that culturally relevant pedagogy can have on preserving linguistic and cultural diversity in a rapidly homogenizing world.
Moreover, the study spotlights the importance of fostering culturally responsive teacher education programs that equip non-indigenous educators with skills not traditionally emphasized in mainstream teacher training. Such programs include immersive cultural experiences, language acquisition modules tailored to indigenous tongues, and collaborative curriculum design with indigenous communities. This comprehensive approach enhances teacher preparedness and ultimately benefits indigenous preschoolers through richer, more meaningful educational encounters.
As Taiwan continues navigating its path between tradition and modernization, the role of education as a site for cultural negotiation becomes ever more pronounced. Non-indigenous preschool teachers serve as crucial mediators in this process, employing culturally relevant pedagogy to nurture a generation of indigenous children who are not only literate in dominant academic subjects but deeply connected to their ancestral roots. Their work carries compelling lessons for global education practitioners committed to equity, diversity, and the protection of indigenous knowledge systems in an era of rapid social change.
Subject of Research: Non-indigenous preschool teachers’ culturally relevant pedagogy in indigenous areas of Taiwan
Article Title: Non-indigenous preschool teachers’ culturally relevant pedagogy in the indigenous areas of Taiwan
Article References:
Chen, BC. Non-indigenous preschool teachers’ culturally relevant pedagogy in the indigenous areas of Taiwan. ICEP 17, 15 (2023). https://doi.org/10.1186/s40723-023-00118-3
Image Credits: AI Generated
