Glocalization Curriculum Practice: A Study on the Sustainable Development Curriculum of Local Culture and Global Citizenship in a Rural School

The development of global citizenship has become an increasingly important priority in education. Taking into account the transmission of local knowledge and culture in the educational process, while cultivating students' global awareness and international issues, is an important key to constructing curriculum knowledge and implementing teaching. This study takes a rural elementary school in Taitung County, Taiwan as the research site, and uses collaborative action research to analyze the process and results of the case school's cooperation with the local community to develop and revise cross-disciplinary curriculum. The researcher enters the field as a collaborative researcher and regards school teachers as research participants. The researcher and research participants conduct communication, research and development and other actions. Taiwan’s latest reform encourages schools to combine local resources, improve teacher professionalism, and develop competency-oriented curriculum based on vision goals, teacher expertise, student needs, community characteristics, and parent expectations, etc. to promote sustainable development. Therefore, the researcher and research participants integrated local elements into curriculum collaboration and prepared lessons together with the team of teachers. When researchers and the team jointly discussed and developed the school-based curriculum, resilience indicators were used as the basic concept and tried to integrate the curriculum with elements such as local indigenous tribal culture, industrial resources, and ecological environment. The purpose of school curriculum is to internalization concepts such as resilience indicators and sustainable development into personal abilities and competences. This curriculum not only allows students to get rid of the previous limitations of focusing only on their own region in the process of learning local culture, but also combines the possibility of integrating with international issues; it also allows students to combine environmental and ecological protection and global citizenship.