| Summary: | 碩士 === 國立臺北教育大學 === 社會與區域發展學系碩士班 === 105 === Kuan-Lu-Chueh Elementary School in the area named Kuan-Lu-Chueh in Taoyuan City, Taiwan, including the aboriginal parents of the students, is investigated to have accurate knowledge abut the migration, adaptation, children’s learning and cultural identity of the local aboriginal residents by using qualitative questionnaires and comprehensive interviews. The demographic data since 1971 were collected for analysis in order to find the trends of the populations of local residents, migrants and aboriginal residents, and ages, races and the distribution of local aboriginal residents as of August 2016 are detailed.
This study finds the percentage of local Amis residents is highest among the local aboriginal residents in Kuan-Lu-Chueh area, and the second is the local Atayal residents. As distribution of local population is concerned, the density of Huan-an Neighbourhood is highest, and most of its aboriginal residents aged 20 to 29. The employment and school are the major drivers for aboriginal people migrating to Kuan-Lu-Chueh area - settling in Kuan-Lu-Chueh area is beneficial for their children’s schooling and shorter distance to their workplaces. The unemployment and inadequate access for schools in original aboriginal regions are one of the major causes for over 50-year migration history of aboriginal people. As life-style adaptation is concerned, about 30% of the interviewees reported no problems were encountered, while about 20% of the interviewees reported problems of unemployment, making the unemployment the number one concern for the local aboriginal residents. 10% of the interviewees reported they were discriminated by Han-race people in their daily life, which indicates Taiwan local education system needs further improvement to achieve real diversification that is established on respecting differences of cultures, lifestyles, races and others. As children’s education is concerned, the local parents desired their children to achieve higher education level and academic degrees though they were unable to provide sufficient resources for their children. As heritage of aboriginal cultures is concerned, this study finds their cultures are significantly disappearing, particularly their original aboriginal languages. For such disappearance, the local aboriginal residents expect the school administrators to provide more activities that are beneficial for promotions of aboriginal cultures in addition to teaching of their aboriginal languages.
The recommendations deriving from the findings of this study are as follows: In addition to the activities provided for the aboriginal students after school, it is recommended the school administrators to establish 2-way communications to ease the adaptation of the local children in their school context, and additional assistances should be provided for protection of aboriginal cultures to further ensure of cultural heritage. It is recommended the local aboriginal residents to have their focus on their disappearing aboriginal cultures by adopting measures, including to communicate with their children by original aboriginal languages, to provide more opportunities for their children to retain, maintain or acquire aboriginal cultures, and to pay attention to their children’s academic learning to help their school adaptation and ongoing developments.
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