What Should be Taught in Indigenous Education? a Self-Reflection from the Perspective of Critical Pedagogy

This study reflects on the teaching practices of indigenous education in universities from the perspective of Critical Pedagogy. When indigenous teachers teach indigenous education to indigenous students, it is crucial to consider what content should be taught. From the viewpoint of Critical Pedagogy, the curriculum should foster critical consciousness and thinking, empowering students rather than merely conveying knowledge. To address these challenges, this course design incorporates diverse perspectives to help students explore the core values and significance of indigenous education.

By analyzing curriculum materials, student assignments, and field notes from a university course in Taiwan, this study examines how Critical Pedagogy can enhance indigenous education. Using a narrative inquiry approach, it recounts the course implementation process from the perspective of an indigenous teacher, emphasizing its importance for both teachers and students. The research provides a deep reflection on teaching methods, offering practical insights into curriculum design and future course development.