The development of indigenous students' ethnic identity through a STEM curriculum based on Rukai TEK of water

Abstract

Abstract The study took place in an indigenous Rukai community located in Pingtung, Taiwan. Participants included four male and four female upper-grade elementary students. The research uses a "community-based participatory research approach" that empowers local indigenous knowledge holders to formulate and develop education. With their help and guidance, the research team developed a year-long STEM curriculum centered on the Rukai's traditional ecological knowledge (TEK) of water to promote the ethnic identity of indigenous students and to understand its development. The research team identified three stages of the development of ethnic identity: initial, moratorium and achieved stages. The nature of ethnic identity can be described in terms of its “internal construction” and “external manifestation,” which consisted of six dimensions, and findings confirmed that these students developed their internal construction and external manifestation of ethnic identity. The curriculum began with an exploration of the Rukai community and established values and beliefs regarding Rukai. Eventually, the students formed a high level of commitment and sense of belonging and positive evaluation and ethnic attitudes and ethnic behaviors related to the Rukai group. This study hopes to develop, through the course outlined here, a method for students to cultivate a deep understanding of Rukai culture and identity. This understanding plays a vital role in the future continuity of the language, culture and ecological knowledge of their hometown and ethnic group, and in realizing the vision of sustainable nature and culture.