A multicultural perspective to improve Aboriginal education in Taiwan (China)

This research explores the educational challenges aboriginal students face throughout school and investigates the range of teacher attitudes toward social and cultural differences unique to aboriginal learners. The goals of this study include identifying cultural learning differences and pedagogical suggestions aimed at improving teaching strategies to include aboriginal students. The study identifies a complex pattern of social, economic, language and teachers' expectations that contribute to aboriginal students' obstacles to learning. The findings are the basis of recommendations for administrators and classroom teachers who engage with aboriginal learners in school settings across Taiwan.; A qualitative framework supported and informed by a portion of quantitative analysis of survey data was employed to gather and analyze the data sets in this study.