Indigenous Education in Taiwan

Indigenous students are the least empowered students
in Taiwan. They struggle with the crises of poverty,
discrimination, identity conflict, low achievement,
and high drop-out rates. Those problems impose
radically different educational, social, and
psychological demands on Indigenous students. A
solution to the continuing learning problems of
Indigenes might be to improve classroom instruction.
This book provides a holistic description and
interpretation of effective teaching by documenting
the beliefs, knowledge, and practices of exemplary
educators in various cultural contexts in Taiwan.
Such specific and detailed profiles can help teacher
educator and school administration direct the changes
necessary to improve teachers practices to achieve
cultural diversity. Moreover, this book advances
alternative perspectives on the nature and
development of expertise in teaching by comparing
exemplary practices for minority students in other
countries. Such cross-cultural exchange and
understanding could ultimately illuminate wider
dimensions of effective practices that expand current
theories of culturally diverse teaching.

Autorentext
Shu-Huei Yen is an assistant professor of the Center for Teacher Education at Taipei National University of the Arts, Taiwan. Dr. Yen received her Ph.D. in curriculum and instruction from the University of Maryland, U.S.A. Her fields of study include Indigenous education and teacher education.

Klappentext
Indigenous students are the least empowered students in Taiwan. They struggle with the crises of poverty, discrimination, identity conflict, low achievement, and high drop-out rates. Those problems impose radically different educational, social, and psychological demands on Indigenous students. A solution to the continuing learning problems of Indigenes might be to improve classroom instruction. This book provides a holistic description and interpretation of effective teaching by documenting the beliefs, knowledge, and practices of exemplary educators in various cultural contexts in Taiwan. Such specific and detailed profiles can help teacher educator and school administration direct the changes necessary to improve teachers' practices to achieve cultural diversity. Moreover, this book advances alternative perspectives on the nature and development of expertise in teaching by comparing exemplary practices for minority students in other countries. Such cross-cultural exchange and understanding could ultimately illuminate wider dimensions of effective practices that expand current theories of culturally diverse teaching.