| Summary: | 碩士 === 國立東華大學 === 自然資源與環境學系 === 107 === This study has long observed the change in the core values and operations of the course in the "Pakalongay Interpreter Training Course in Fengnan Village, Hualien County" from 2015 to 2018. The course originated from the cooperation between the research team of Donghua University and the local residents in 2012. It was established on and expanded from one of the three-fold approach of the Satoyama Initiative, which is to consolidate and secure the local traditional belief and wisdom. The elders in the local community give lectures to the Amis Pakalongay-class youths on traditional knowledge, which takes place from the Chihalaay Cultural Landscape to the whole village. The course content is set according to the daily practices of the community including farming, traditional cultural activities, environmental issues. Yet in June 2016 the Pakalongay Course started the cooperation with the CTBC Charity Foundation, which was guided and funded under its "Taiwan Dreams and Children's Community Accompanied by the Roots Project".
This study employs qualitative research methods through literature review, field observation records and in-depth interviews with stakeholders of the project. Main research questions focus on: (1)Changes of the goals and operation of the Pakalongay course.(2) Changes of the composition and roles of the stakeholders. (3)What are the positive and negative impacts result from the course content change on the students. (4) How do they adapt to or solve the difficulties after the project team entered and changed the course? Research datas are analysed by the stakeholder analysis and the theory of collaborative planning.The findings include three parts: (1)“Interaction between local knowledge and planning and training experts knowledge”: The interaction was limited during the initial stage of cooperation due to safety issues and number of participants, which led to the inability to conduct local environmental education courses. The break-in and adjustment period continued until the second year, as a new way of operation gradually formed under the name of Taiwan Dream. (2)"Partnership building, trust and communication": The actors of operation and guide in the community were swifted from elder lecturers and research team to project coordinators and course participants, meanwhile building more partnerships with different stakeholders externally. (3) "The use of action resources and finding the original intention for the course": Companionship becomes the priority, and the environmental education is regarded as an assistance. Both take place-based education as the starting point, while the courses of Taiwan Dream Project apply more innovation. Yet it requires more efforts to build local recognition and cohesiveness, as well as multi-connected curriculum resources to find the original intention.
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