Parents’ Attitudes toward the School’s Promotion of the Ritual Culture at Paiwan Elementary School of Pingtung County

• Main Authors: Yu-shan Tseng, 曾昱山
• Other Authors: Liu,Hisen-Yung
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/62590963052206063148

碩士 === 國立臺南大學 === 運動與健康研究所 === 95 === This study recruits eight parents at Paiwan elementary schools as participants to understand their attitudes toward the school’s promotion of rite culture activities. The purposes of this study include parents’ attitudes toward the promotion of the ballad and dance, parents’ roles, parents’ perceptions of the time length, method, and content. The research methods apply semi-structure interview to investigate parents’ attitudes, sound recording to collect the data, the questionnaire survey, and the document analysis. Meanwhile, field notes are transcribed, analyzed, and triangulated after data collection, to make data analysis trustworthy. The findings of this study indicate that parents approve the promotion of ballad and dance, hoping that school-dominated method and the parents-designed curriculum could substitute for the most part of indigenous culture. In this way, the phenomenon of the compression and the narration of culture content resulting from the current ways of promotion could develop better appreciation pattern due to the intense cooperation of the school and parents. The present study also reveals that the government’s annual subsidy to the education-priority area helps schools to promote the performance of the ballad dance, to train the students for the purpose of participating in the contest, and to make students insufficient knowledge of cultural background and inflexible image of culture-related recognition. The school needs to re-design multicultural thematic curriculum and re-arrange a weekly “Mother Tongue Day” celebration and to integrate the parents and the elder’s wisdom to encourage the heritage of Paiwan cultures. In this way, it will foster students’ approval and affection toward the cultural curriculum and make the school, family and tribe more learning-oriented perseverance of the cultural heritages.