Sustainable Development Goals

Abstract/Objectives

The theme of this project, "From Trauma to Harmony: Musical Revitalization and Cultural Sustainability in Jianshi Township," responds to the Atayal people's integration into modern, diverse society and features two innovative courses: "From Cultural Travel and Reading to Fieldwork and Curation." Jianshi Township is a place that, amidst the trauma of the administration of Indigenous peoples and the exploitative nature of its forest economy, is revitalizing its ethnic culture, ensuring the sustainability of its forest ecosystem, and promoting Atayal artistic and philosophical thought. This course aims to provide an immersive, cross-cultural learning experience through "travel and reading and curation," offering knowledge interpretations and promotions beneficial to social harmony and coexistence.Focusing on images such as "Let the World See the Atayal" and "The Rainbow of Rebirth in an Ancient Battlefield Tribe," this project inspires students to conduct a series of observations, records, reflections, and explorations. Drawing inspiration from various local cultural revitalization activities, the final results will be curated and exhibited on the National Cultural Archive platform, providing the Taiwanese public with information and practical applications. This project also responds to the national goal of promoting indigenous education. Promoting indigenous education for all, jointly promoted by the Ministry of Culture and the Ministry of Education, aims to improve the allocation of indigenous educational resources, optimize school curricula, and strengthen the protection and transmission of indigenous culture. In addition to active implementation in school education, this policy encourages participation from the entire society, including local governments, non-profit organizations, and cultural institutions, to jointly promote the diversity of indigenous languages, education, culture, presentation, and knowledge. The national policy of promoting indigenous education for all helps to inspire younger generations' identification with and pride in traditional culture, ensuring its transmission. In fact, even before the Indigenous Education Act was promulgated in 2010 and the national policy of promoting indigenous education for all was launched, indigenous elites had already made independent efforts in quality education. The Atayal School established in 2005 and the Mali Light Church rebuilt during the pandemic are good examples.

Results/Contributions

In the first year, we have implemented the course “Social Connection: Journey-Reading the Jianshi Ancient Battlefield,” linking Yufeng Village with the Marigong and Wulai communities. First, the course adopts theme-based instruction to help students grasp the event’s background and impact, and to understand the current state of academic research. Second, through cultural route journey-reading and community oral-history field interviews, students examine the memory anchors of the Lidongshan conflict and their connections to the Marigong Church’s cultural revitalization initiatives, while collecting texts, images, and video for curating “difficult knowledge.” Finally, students complete sustainability-oriented reflective writing and present curatorial outline proposals, synthesizing the Marigong Church’s sustainability vision and strengthening their capacity—and sense of responsibility—for online curation.


In the second year, the project will shift to a front-mountain setting through “Cultural Sustainability: Journey-Reading Jianshi as a Music Town,” connecting Jiale Village with the Atayal Learning Center, Gəlabay Indigenous Elementary School, and writers’ residences. First, theme-based instruction will introduce sonic culture and oral tradition and review existing scholarship. Second, through cultural route journey-reading and two rounds of “Atayal Music One-Day Immersion” fieldwork, students will explore how community-based quality education relates to the preservation of sonic cultural forms. Finally, students will produce reflective sustainability writing and curatorial outlines, synthesizing the sustainability vision of the Atayal Learning Center Education Association and strengthening responsible online curation skills.


Expected outcomes:


Establish a new “journey-reading + curation” course model for CHASS Taiwan Literature (graduate and undergraduate) and Taiwan Studies teacher-training programs; also open as an elective to the General Education Center and the Tsing Hua College Urban–Rural Revitalization Credit Program.


Through two immersive Indigenous homeland experiences, guide students to meet local partners and develop ethnic mainstreaming perspectives.


Build a sustainable online curation website, encouraging students to integrate academic literature, travel writing, and field interviews into multimodal (text–image–audio–video) narratives.


Use team-based learning to involve students in producing a public curation page for the National Cultural Memory Bank.


Invite local partners to review and respond to the online curation pages, building partnerships that bridge cultural and geographic distance.


Keywords

The Li Dongshan Incident, Ancient Battlefield and Stream Culture Experience, Online Curating, Ethnic Writing

Contact Information

劉柳書琴
qabus@gapp.nthu.edu.tw