簡易檢索 / 詳目顯示

回結果列表
研究生： 黃羿瑄
Huang, Yi-Hsuan
論文名稱： 我們是誰？參與式策展作為表達與深化西拉雅青少年族群認同、歷史同理心之場域
Who Are We? Participatory Curation as a Space for Expressing and Fostering Siraya Adolescents’ Ethnic Identity and Historical Empathy
指導教授： 林蕙玟
LIN, Hui-Wen
學位類別： 碩士
Master
系所名稱： 規劃與設計學院 - 創意產業設計研究所
Institute of Creative Industries Design
論文出版年： 2026
畢業學年度： 115
語文別： 英文
論文頁數： 293
中文關鍵詞： 族群認同 、歷史同理心 、青少年參與式行動研究 、參與式策展 、西拉雅青少年
外文關鍵詞： Ethnic identity, Historical empathy, Youth Participatory Action Research, Participatory curation, Siraya adolescents
相關次數： 點閱：6  下載：0 
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報

    • 西拉雅族為台灣最大的平埔原住民族群，自1624年以來，因殖民歷史而經歷文化流失與同化。1991年，西拉雅族人開始推動文化復振，並聚焦於兒少教育。然而，文化課程多為單向授課，許多家庭也缺乏關於族群認同的討論，成人往往難以理解青少年如何看待西拉雅文化。青少年是文化延續的關鍵，其觀點亦需被重視，本研究期望讓西拉雅青少年的聲音能被看見與聽見，並探討參與式策展如何協助西拉雅青少年表達與深化其族群認同與歷史同理心。
    早期青少年是族群認同形塑的重要時期（Phinney, 1990），10至12歲更是進入國中多元群體前塑造種族認同的黃金時段。若缺乏穩固的族群認同，在與主流文化互動時，可能產生困惑，甚至拒斥自身文化（Berry, 1997）。而歷史同理心透過歷史脈絡化、歷史觀點採用、情感參與及倫理判斷，讓歷史不再只是書本上的知識，而是能被理解與共感的故事，進而深化族群認同。
    本研究採用青少年參與式行動研究（Youth Participatory Action Research, YPAR）作為方法論，研究首先訪談五位西拉雅專家與老師，以了解西拉雅的歷史背景與研究場域現況。接著，十六位西拉雅早期青少年與兒童投入六次參與式策展工作坊，並透過共同創作、策展、討論來探索「我們是誰？」以呈現真實的青少年觀點。本研究亦在展覽後訪談非西拉雅青少年觀眾，以了解其觀展經驗與歷史理解，同時也對參與者進行計畫後訪談，以評估計畫成果。
    研究發現，西拉雅文化是隨著歷史與社會變遷持續調整的動態過程，而西拉雅青少年透過家庭、學校課程、文化實踐、同儕互動形塑文化認知與族群認同。在歷史同理心方面，透過歷史想像、書信寫作與角色扮演等課程設計，學生從被動接受歷史知識，轉向理解歷史人物的處境、情感與選擇，並展現初步的倫理判斷及文化延續意識。研究亦發現，「整理、詮釋與表達」是族群認同與歷史同理心發展的重要歷程，參與式策展不僅是一種展示形式，也成為連結歷史理解、族群認同與公共表達的重要媒介。

    The Siraya is the largest Plains Indigenous group in Taiwan. Since 1624, they have experienced cultural loss and assimilation due to colonial history. In 1991, Siraya people began to revitalize their culture, particularly focusing on children and adolescents’ education. However, cultural courses are often taught in a top-down and unidirectional way, and ethnic identity is rarely discussed in many families. As a result, adults often find it difficult to understand how adolescents perceive Siraya culture. Adolescents play a key role in cultural continuity, and their perspectives also need to be valued. This study aims to make the voices of Siraya adolescents seen and heard. It also explores how participatory curation can assist Siraya adolescents in expressing and fostering their ethnic identity and historical empathy.
    Early adolescence is a critical period for shaping ethnic identity (Phinney, 1990), and the ages of 10 to 12 are a golden time for developing ethnic identity before entering the more diverse environment of junior high school. Without a strong sense of ethnic identity, adolescents may experience confusion, or even reject their culture when engaging with peers from mainstream culture (Berry, 1997). Through historical contextualization, historical perspective taking, affective connection, and ethical judgements, historical empathy can make history more than knowledge in books. It allows history to become stories that can be understood and felt, while also supporting reflection on ethnic identity.
    This study adopts Youth Participatory Action Research (YPAR) as its methodology. First, five Siraya experts and teachers were interviewed to understand the historical background of the Siraya and the current situation of the field site. Then, sixteen Siraya early adolescents and children participated in six participatory curation workshops and explored the question “Who are we?” through collaborative creation, curation, and discussion, presenting authentic adolescent perspectives. After the exhibition, interviews were also conducted with non-Siraya adolescent audiences to understand their exhibition experiences and historical understanding. Post-project reflection interviews were conducted with the participants to evaluate the outcomes of the project.
    The findings show that Siraya culture is a dynamic process that continues to change in response to historical and social changes, while Siraya adolescents develop their cultural understanding and ethnic identity through family, school curriculum, cultural practices, and peer interaction. In terms of historical empathy, through activities such as historical imagination, letter writing, and hot-seating, students moved from passively receiving historical knowledge to understanding the situations, emotions, and choices of historical figures, while also showing initial ethical judgements and awareness of cultural continuity. The study also found that “organizing, interpreting, and expressing” are important processes in the development of ethnic identity and historical empathy. Participatory curation therefore serves not only as a form of exhibition, but also as an important medium connecting historical understanding, ethnic identity, and public expression.

    摘要 iii Abstract v 誌謝 vii Table of Contents viii List of Tables xi List of Figures xii CHAPTER 1 Introduction 1 1.1. From Historical Oppression to Cultural Revitalization 1 1.2. From Identity Challenges to Research Direction 3 1.3. Missing Perspectives in Existing Research 6 1.4. Research Objectives and Questions 8 CHAPTER 2 Literature Review 10 2.1 Understanding the Siraya: History, Culture, and Revitalization 10 2.1.1 Historical Context and Colonial Impact on the Siraya 10 2.1.2 The Cultural Background and Development of the Siraya 15 2.1.3 The Challenges and Progress of Siraya Cultural Revitalization 20 2.1.4 The Stakeholders Behind Siraya Revitalization 26 2.2 Ethnic Identity and Its Developmental Process 28 2.2.1 Definition of Ethnic Identity 29 2.2.2 Components and Development of Ethnic Identity 31 2.2.3 Adolescence as a Critical Stage for Ethnic Identity 36 2.3 The Concept and Application of Historical Empathy 38 2.3.1 Defining Historical Empathy and Its Core Elements 38 2.3.2 Integrating Historical Empathy into Education 41 2.3.3 The Role of Exhibitions in Fostering Historical Empathy 43 2.4 Participatory Curation as a Space for Dialogue and Collaboration 48 2.4.1 From Collections to Dialogue: The Rise of New Museology 48 2.4.2 The Characteristics and Principles of Participatory Curation 50 2.4.3 Museums and Social Change in Taiwan 52 2.4.4 Participatory Curation in Indigenous Contexts 53 CHAPTER 3 Research Methods 57 3.1 Research Methodology: Youth Participatory Action Research 57 3.2 Research Process 59 3.3 Phase One: Preliminary Exploration of Siraya Background and Field Site 61 3.3.1 Semi-structured Interviews for Exploring Siraya Cultural Contexts 61 3.4 Phase Two: Implementing Participatory Curation Workshops 64 3.4.1 Participant Observation for documenting Reflection and Interactions 64 3.4.2 Field Site and Participants Composition 65 3.5 Phase Three: Exhibition Presentation and Reflection 66 3.5.1 Focus Group Interviews for Exploring Exhibition Experiences and Reflections 67 3.6 Workshop Design and Implementation 69 3.6.1 Diverse Teaching Methods and Activity Design 70 3.6.2 Workshop Activities and Content: The Past, Present, and Future of the Siraya 81 3.7 Exhibition Design and Implementation 96 3.7.1 Exhibition Discussion Process 96 3.7.2 From Student Artworks to Exhibition Displays 97 CHAPTER 4 Research Findings 106 4.1 Cultural Background and Current Situation of the Siraya 106 4.1.1 The Cultural Disconnection and Revitalization Process 106 4.1.2 The Development and Challenges of Siraya Language Policy 107 4.1.3 Teachers’ Observations on Learning Motivation and Ethnic Identity 108 4.1.4 Cross-Ethnic Engagement in Siraya Language Learning 112 4.1.5 Development of Siraya Cultural Education at Muzha Elementary School 113 4.2 Students’ Understanding of Cultural Knowledge and Daily Experiences 115 4.2.1 Natural Elements and Cultural Symbols in Students’ Perspectives 115 4.2.2 The Role of Family in Ethnic Identity 119 4.2.3 Identity within Multiple Ethnic Backgrounds 122 4.2.4 Cultural Hybridity within Religious and Local Contexts 123 4.3 Cultural Practice and Identity Shaping in Siraya Children’s Choir 127 4.3.1 Types and Origins of Siraya Songs 127 4.3.2 Ethnic Identity and Sense of Achievement Through Choir 128 4.3.3 Students’ Understanding and Feeling of Siraya Songs 134 4.4 The Practice of Historical Empathy: From Observers to Participants 138 4.4.1 Imagination and Understanding of Siraya Life Through Oral History 138 4.4.2 Discrimination Under Colonial History 142 4.4.3 Cross-Temporal Dialogue Through Letter Writing 143 4.4.4 Historical Contextualization and Affective Connection Through Hot-seating 145 4.5 Future Imaginations and Concerns About Educational Transition 150 4.5.1 Future Imagination and Awareness of Cultural Continuity 150 4.5.2 Cultural Adaptation and Concerns During Educational Transition 151 4.6 Exhibition Feedback and Interaction in Participatory Curation 155 4.6.1 Students’ Preferences and the Features of Interactive Artworks 155 4.6.2 Interaction and Cultural Exchange Between Participants and Audiences 158 4.6.3 Exhibition as a Medium for Cultural Expression and External Communication 160 4.7 Learning Experiences and Ethnic Identity Reflections After the Project 162 4.7.1 Students’ Reflections on Workshop Learning Experiences 163 4.7.2 Students’ Perceptions of Siraya Identity 164 4.7.3 Students’ Expressions of Siraya Culture to Others 165 4.8 Feedback from Non-Siraya Adolescent Audiences 168 4.8.1 Initial Understanding of Siraya and Exhibition Feedback 168 4.8.2 Audience Attention and Resonance with the Artworks 170 4.8.3 Feelings and Responses to Artworks about Siraya History 172 4.8.4 Cultural Distance and Gaps in Understanding Siraya Music 175 CHAPTER 5 Discussion 179 5.1 Mediators of Ethnic Identity Formation Among Siraya Adolescents 179 5.2 Beyond Bloodline: Negotiating Contemporary Siraya Identity 185 5.3 Historical Empathy: From Knowing History to Entering History 191 5.4 Participatory Curation: From Individual Expression to Collective Identity 198 5.5 YPAR: A Framework for Youth-Responsive Research 202 CHAPTER 6 Conclusion 209 6.1 Research Contributions 209 6.2 Methodological and Pedagogical Reflections 210 6.3 Research Limitations and Recommendations 213 6.4 Conclusion: From Questioning “Who Are We?” to Expressing “Who We Are” 215 Declaration of Generative AI Use 219 REFERENCES 220 APPENDICES 237

    Academia Sinica. (2026, May 8). 「maine’e・鄒・回家」共作展開幕 中研院典藏半世紀鄒族文物重返阿里山部落 [“maine’e: Tsou returning home” collaborative exhibition opens, bringing Tsou artifacts collected by Academia Sinica back to Alishan communities]. https://www.sinica.edu.tw/news_content/55/3779
    Adelaar, A. (2012). Siraya: The revival of a dormant Formosan language. Research Institute for Languages and Cultures of Asia and Africa, Tokyo University of Foreign Studies. http://lingdy.aa-ken.jp/doc/indonesiacurrenttrend/alexander_adelaar_p.pdf
    Almqvist Nielsen, L. (2023). Prehistoric history in Swedish primary school education: Pupils’ expression of empathy after visiting a cultural heritage site. Education 3-13, 1–15. https://doi.org/10.1080/03004279.2023.2191631
    Andre, L., Durksen, T., & Volman, M. L. (2017). Museums as avenues of learning for children: A decade of research. Learning Environments Research, 20(1), 47–76. https://doi.org/10.1007/s10984-016-9222-9
    Anne Frank House. (n.d.). Museum. https://www.annefrank.org/en/museum/
    Augustat, C., & Kapfhammer, W. (2017). Looking back ahead: A short history of collaborative work with indigenous source communities at the Weltmuseum Wien. Boletim Do Museu Paraense Emílio Goeldi. Ciências Humanas, 12(3), 749–764. https://doi.org/10.1590/1981.81222017000300005
    Bailin, S. (1998). Critical thinking and drama education. Research in Drama Education, 3(2), 145–153.
    Bals, M., Turi, A. L., Skre, I., & Kvernmo, S. (2011). The relationship between internalizing and externalizing symptoms and cultural resilience factors in Indigenous Sami youth from Arctic Norway. International Journal of Circumpolar Health, 70(1), 37–45. https://doi.org/10.3402/ijch.v70i1.17790
    Bartelds, H., Savenije, G. M., & Van Boxtel, C. (2020). Students’ and teachers’ beliefs about historical empathy in secondary history education. Theory & Research in Social Education, 48(4), 529–551. https://doi.org/10.1080/00933104.2020.1808131
    Barton, K. C., & Levstik, L. S. (2004). Teaching history for the common good. Lawrence Erlbaum Associates.
    Baum, F. (2006). Participatory action research. Journal of Epidemiology & Community Health, 60(10), 854–857. https://doi.org/10.1136/jech.2004.028662
    Bermudez, A., & Epstein, T. (2020). Representations of violent pasts in memorial museums. Ethical reflection and history education ( Las representaciones de pasados violentos en museos memoriales. Reflexión ética y enseñanza de la historia ). Journal for the Study of Education and Development, 43(3), 503–543. https://doi.org/10.1080/02103702.2020.1772541
    Berry, J. W. (1997). Immigration, acculturation, and adaptation. Applied Psychology: An International Review, 46(1), 5–34.
    Blodgett, A. T., Schinke, R. J., Peltier, D., Fisher, L. A., Watson, J., & Wabano, M. J. (2011). May the Circle Be Unbroken: The Research Recommendations of Aboriginal Community Members Engaged in Participatory Action Research With University Academics. Journal of Sport and Social Issues, 35(3), 264–283. https://doi.org/10.1177/0193723511416984
    Cameron, D.F. (1971), The Museum, a Temple or the Forum. Curator: The Museum Journal, 14: 11-24. https://doi.org/10.1111/j.2151-6952.1971.tb00416.x
    Cammarota, J., & Fine, M. (Eds.). (2008). Revolutionizing education: Youth participatory action research in motion. Routledge.
    Caxaj, C. S. (2015). Indigenous Storytelling and Participatory Action Research: Allies Toward Decolonization? Reflections From the Peoples’ International Health Tribunal. Global Qualitative Nursing Research, 2, 2333393615580764. https://doi.org/10.1177/2333393615580764
    Chan, S.-C. (2006, February 14). 新港文書與臺灣史上的族群互動 [The Sinckan manuscripts and ethnic interactions in Taiwan’s history]. Archives of the Institute of Taiwan History, Academia Sinica. https://archives.ith.sinica.edu.tw/collections_con.php?no=1
    Charman K. (2013). Education for a new ‘museology.’ International Journal of Inclusive Education, 17(10), 1067–1077. https://doi.org/10.1080/13603116.2012.730066
    China Times. (2012). 西拉雅語的消失與重生 [The disappearance and revival of the Siraya language]. Yahoo News. https://tw.news.yahoo.com/%E8%A5%BF%E6%8B%89%E9%9B%85%E8%AA%9E%E7%9A%84%E6%B6%88%E5%A4%B1%E8%88%87%E9%87%8D%E7%94%9F-213000021.html
    Collier, J., JR. (1957), Photography in Anthropology: A Report on Two Experiments. American Anthropologist, 59: 843-859. https://doi.org/10.1525/aa.1957.59.5.02a00100
    Constitutional Court, R.O.C. (Taiwan). (2022, October 28). 111年憲判字第17號【西拉雅族原住民身分案】 [Constitutional Court Judgment No. 17 of 2022: The Siraya Indigenous status case]. https://cons.judicial.gov.tw/docdata.aspx?fid=38&id=310021
    Cornell, S., & Hartmann, D. (1998). Ethnicity and race: Making identities in a changing world. Pine Forge Press.
    Cornish, F., Breton, N., Moreno-Tabarez, U., Delgado, J., Rua, M., de-Graft Aikins, A., & Hodgetts, D. (2023). Participatory action research. Nature Reviews Methods Primers, 3(1), 34. https://doi.org/10.1038/s43586-023-00214-1
    Council of Indigenous Peoples. (2017). 平埔族群 [Plains Indigenous peoples]. Retrieved December 20, 2024, from https://www.cip.gov.tw/zh-tw/news/data-list/520BA645FF77838B/0C3331F0EBD318C2FC44DB3AD380D63D-info.html
    Crook, S. (2013, October 20). 西拉雅語只是睡著了，請和我們一起喚醒它！ [The Siraya language is only sleeping: Please join us in awakening it!] Mata Taiwan. https://www.matataiwan.com/2013/10/20/english-reawakening-a-dormant-language/
    de Leur, T., van Boxtel, C., & Wilschut, A. (2015). ‘Just imagine …’: Students’ perspectives on empathy tasks in secondary history education. International Journal of Historical Learning, Teaching and Research, 13(3), 69–84.
    de Leur, T., van Boxtel, C., & Wilschut, A. (2017) ‘I Saw Angry People and Broken Statues’: Historical Empathy in Secondary History Education, British Journal of Educational Studies, 65:3, 331-352, DOI: 10.1080/00071005.2017.1291902
    DeWalt, K. M., & DeWalt, B. R. (2010). Participant Observation: A Guide for Fieldworkers. Bloomsbury Publishing.
    Digital Archives of the Institute of Ethnology, Academia Sinica. (n.d.). 西拉雅族的傳統文化 [The traditional culture of the Siraya]. https://www.ianthro.tw/p/76
    Duan, H.-K. (2013). 當代平埔原住民族運動研究（1993–2012）：以台南西拉雅族為例 [A study of the contemporary Plains Indigenous movement (1993–2012): The case of the Siraya people in Tainan] [Master’s thesis, National Chi Nan University].
    Duan, H.-K. (2023, August). 找回祖先的榮耀：淺談西拉雅族族服文化 [Reclaiming the glory of our ancestors: A brief introduction to Siraya traditional clothing culture]. Indigenous Peoples Literature, (56). https://ihc.cip.gov.tw/EJournal/EJournalCat/707
    Echo Publishing. (1992). 鄭成功和荷蘭人在台灣的最後一戰＋換文締和 [The final battle between Koxinga and the Dutch in Taiwan and the exchange of documents for peace]. Echo Magazine, 45.
    Endacott, J., & Brooks, S. (2013). An Updated Theoretical and Practical Model for Promoting Historical Empathy. Social Studies Research and Practice, 8(1), 41–58. https://doi.org/10.1108/SSRP-01-2013-B0003
    Executive Yuan. (2026, July 30). 2026年7月30日行政院長卓榮泰出席「西拉雅族民族核定暨正名宣告典禮  [Premier Cho Jung-tai attends the ceremony for the official recognition and name rectification of the Siraya people on July 30, 2026]. https://www.ey.gov.tw/Page/AF73D471993DF350/24a677e0-90ec-4a0d-93b2-3c244d1a3ff1
    Fenton, Steve. (2010). Ethnicity. Polity.
    Flack T. (2020). Relational aggression and relational inclusion in adolescents: The role of empathic concern for victims of relational aggression and perspective taking. Emotional and Behavioural Difficulties, 25(3–4), 201–214. https://doi.org/10.1080/13632752.2020.1790798
    GJ Taiwan. (n.d.). 1871西拉雅族女子與嬰孩 [Siraya woman and infant, 1871] [Colorized image based on an original black-and-white image from the Wellcome Library]. Retrieved August 1, 2026, from https://www.gjtaiwan.com/new/15879
    Gold, R. L. (1958). Roles in Sociological Field Observations. Social Forces, 36(3), 217–223. https://doi.org/10.2307/2573808
    Gouriévidis, L. (Ed.). (2014). Museums and Migration: History, Memory and Politics (1st ed.). Routledge. https://doi.org/10.4324/9781315774596
    Hall, S. (1990). Cultural Identity and Diaspora. In J. Rutherford (Ed.), Identity: Community, Culture, Difference (pp. 222-237). London: Lawrence & Wishart.
    Handler, R., & Linnekin, J. (1984). Tradition, genuine or spurious. The Journal of American Folklore, 97(385), 273–290. https://doi.org/10.2307/540610
    Harper D. (2002). Talking about pictures: A case for photo elicitation. Visual Studies, 17(1), 13–26. https://doi.org/10.1080/14725860220137345
    Hartmann, U., & Hasselhorn, M. (2008). Historical perspective taking: A standardized measure for an aspect of students’ historical thinking. Learning and Individual Differences, 18(2), 264–270. https://doi.org/10.1016/j.lindif.2007.10.002
    Ho, T.-P., & Yuma Taru (Eds.). (2019). 共作：記「她方的記憶」—泰雅老物件的部落展示 [Collaboration: Remembering a tribal exhibition of old Atayal objects]. Institute of Ethnology, Academia Sinica.
    Holtorf, C. J. (1998). The life‐histories of megaliths in Mecklenburg‐Vorpommern (Germany). World Archaeology, 30(1), 23–38. https://doi.org/10.1080/00438243.1998.9980395
    Houston, B. (2020). Blending Oral Histories and Historic Photographs in a Civil Rights Exhibition. The Public Historian, 42(2), 78–100. https://doi.org/10.1525/tph.2020.42.2.78
    Hsieh, J. (2006). Collective Rights of Indigenous Peoples. Taylor and Francis.
    Hsieh, K.-P. (2009). Reconstructing the ethnic identity of the Siraya Plains Indigenous people. Taiwan Journal of Indigenous Studies, 2(4), 111–126. https://doi.org/10.29910/TJIS.200912.0005
    Hsin, N.-F. (2020). 統治者作為與平埔族文化認同：以西拉雅族為核心 [Government actions and the cultural identity of Plains Indigenous peoples: Focusing on the Siraya]. Hsuan Chuang University Law Journal, 34, 39–100.
    Huang, C. Y., & Stormshak, E. A. (2011). A longitudinal examination of early adolescence ethnic identity trajectories. Cultural Diversity & Ethnic Minority Psychology, 17(3), 261–270. https://doi.org/10.1037/a0023882
    Huang, Y. (2019). Contesting public memory of difficult heritage through Indigenous museums. Journal of Museum & Culture, 17, 71–92.
    Iervolino S. (2023). Co-curating with trans people: The challenges of collaborating with heterogenous minoritised communities. Museum Management and Curatorship, 38(2), 117–140. https://doi.org/10.1080/09647775.2023.2188481
    Indigenous Sight. (2019). 不只是「漢化」這麼簡單 臺灣平埔的原住民族群 [It is not as simple as “Sinicization”: Taiwan’s Plains Indigenous peoples]. https://insight.ipcf.org.tw/article/216
    Jenkins, R. (1994). Rethinking ethnicity: Identity, categorization and power. Ethnic and Racial Studies, 17(2), 197–223. https://doi.org/10.1080/01419870.1994.9993821
    Karimi, Z., & Tabatabaei, M. G. (2023). Locating Iranian Diasporas in Fifty Years of Academic Discourse: Critical Review of Acculturation Theory. Middle East Critique, 32(4), 583–595. https://doi.org/10.1080/19436149.2023.2256143
    Karn, S. (2023). Historical Empathy: A Cognitive-Affective Theory for History Education in Canada. Canadian Journal of Education/Revue Canadienne de l’éducation. https://doi.org/10.53967/cje-rce.5483
    Knight, P. (1989). Empathy: Concept, confusion and consequences in a national curriculum. Oxford Review of Education, 15(1), 41–53. https://doi.org/10.1080/0305498890150104
    Kovácsjúlia. (2025, March 19). Trash to treasure show ideas | Art for kids, elementary art, teaching art [Pinterest pin]. Pinterest. https://ar.pinterest.com/pin/751256781628989842/
    Lafayette Digital Repository. (n.d.). Open Museum. Retrieved August 28, 2026, from https://openmuseum.tw/muse/digi_object/02006a4c5139934497523fbf0e8d8b8c
    Lee, R.-Y. (2012, June). 從新港文書看16–19世紀的平埔族 [The Plains Indigenous peoples from the sixteenth to nineteenth centuries as seen through the Sinckan manuscripts]. Indigenous Peoples Literature, (3). https://ihc.cip.gov.tw/EJournal/EJournalCat/46
    Liebenberg, L., Jamal, A., & Ikeda, J. (2020). Extending Youth Voices in a Participatory Thematic Analysis Approach. International Journal of Qualitative Methods, 19, 1609406920934614. https://doi.org/10.1177/1609406920934614
    Lin, T.-H. (2022, October 2). 西拉雅語馬太福音、約翰福音字彙分析系統上架——雖已沉睡，卻因著信仍舊說話！ [The Siraya vocabulary analysis system for the Gospels of Matthew and John is now online—Though it has fallen asleep, it still speaks through faith!] Faith, Hope, and Love. https://www.fhl.net/nbg/announce/announce423197.html
    Lo, S.-M. (2018). Anthropological practice of participatory curating: Friction and trial of the collaborative exhibition “Kamaro'an i 'Atolan—Land stories and life narratives of 'Atolan Amis.” Journal of East Taiwan Studies, 25, 43–79. https://doi.org/10.6275/JETS.201802_(25).0002
    Lynch, B. (2014). Whose cake is it anyway? Museums, civil society and the changing reality of public engagement. In L. Gouriévidis (Ed.), Museums and migration: History, memory and politics (pp. 67–80). Routledge.
    Marcus, A. S. (with Stoddard, J. D., & Woodward, W. W.). (2017). Teaching history with museums: Strategies for K-12 social studies (Second edition). Routledge. https://doi.org/10.4324/9781315194806
    McCall, V., & Gray, C. (2014). Museums and the ‘new museology’: Theory, practice and organisational change. Museum Management and Curatorship, 29(1), 19–35. https://doi.org/10.1080/09647775.2013.869852
    McRainey, D. L., & Russick, J. (Eds.). (2010). Connecting kids to history with museum exhibitions. Left Coast Press.
    Ministry of Education. (2021, January 1). 培育族群人才，尊重多元共榮—啟動「原住民族教育發展計畫（110年–114年）」 [Cultivating Indigenous talent and promoting respect and multicultural coexistence: Launching the Indigenous Education Development Plan (2021–2025)]. https://depart.moe.edu.tw/ed2100/News_Content.aspx?n=1BC1E5C3DD8E7C26&s=8CB4A265CA04B1E6&sms=5EDCB810B9A5DA84
    Ministry of the Interior, R.O.C. (Taiwan). (2024). 113年第6週內政統計通報 [Ministry of the Interior statistical bulletin for Week 6 of 2024]. http://www.moi.gov.tw/News_Content.aspx?n=9&s=313114
    Morris, A. (2015). Sage Research Methods—A Practical Introduction to In-Depth Interviewing. https://methods.sagepub.com/book/mono/a-practical-introduction-to-in-depth-interviewing/toc
    Museum of the Institute of Ethnology, Academia Sinica. (2026). 中研院民族所博物館自2017年開始推動共作展以來，持續與文物源出部落合作 [Since initiating collaborative exhibitions in 2017, the Museum of the Institute of Ethnology has continued to collaborate with the Indigenous communities from which its artifacts originated] [Facebook post]. Facebook. https://www.facebook.com/Museum.IOE?locale=zh_TW
    Museum of the Institute of Ethnology. (2026, April 30). 「maine’e・鄒・回家」鄒族文物返鄉共作展紀錄短片 [Video]. YouTube. https://www.youtube.com/watch?v=-pNAoIzazy0
    N’Diaye, D. B. (2016). Community curation as collaborative pedagogy: “The Will to Adorn” project. In C. K. Dewhurst, P. Hall, & C. Seemann (Eds.), Folklife and museums: Twenty-first-century perspectives (pp. 139–154). Rowman & Littlefield.
    National Museum of Taiwan History & Collaborative O. Company. (2022). 馬雅各的福音腳蹤：111年臺灣多元族群文化路徑計畫 [The gospel footsteps of James Laidlaw Maxwell: The 2022 Taiwan multicultural heritage routes project]. Time Travel Agency. https://curation.culture.tw/curation/public?id=205
    Nikonanou, N., & Misirloglou, T. (2023). ’Together We Curate’: Cultural Participation and Collective Curating. Museum and Society, 21(1), 31–44. https://doi.org/10.29311/mas.v21i1.4048
    Open Museum. (2018). 阿美族太巴塱部落Kakitaan祖屋雕刻柱 [Carved pillar from the Kakitaan ancestral house of the Tafalong Amis community]. https://openmuseum.tw/muse/exhibition/3ac2c4fc28cfab3dbcff4fb696353aea
    Orozco, J. (2018). A community-based approach to increasing parental influence and socialization in hispanic adolescent ethnic identity development.
    Our Island. (2024, August 25). 木柵平埔的傳統追尋｜體驗部落文化的生活智慧營 [Tracing the traditions of the Muzha Plains Indigenous community: A camp for experiencing the wisdom of tribal culture]. https://ourisland.pts.org.tw/content/10989
    Pan, T.-Y. (2023, July 11). 爭取尊嚴的正名：保障西拉雅族身分認同計畫 [Seeking recognition with dignity: A plan to safeguard Siraya identity recognition] [PowerPoint slides]. Tainan City Government Indigenous Peoples Affairs Commission. https://w3fs.tainan.gov.tw/Download.ashx?u=LzAwMS9VcGxvYWQvMS9yZWxmaWxlLzIwODY2Lzg1NjAwMTIvOTM4MDMxNzMtMGNlOS00MDEzLWI4YjktOTA1YjAyYjY5ODY0LnBkZg%3D%3D&n=MTEyMDcxMeilv%2BaLiembheaXj%2BeIreWPlui6q%2BWIhuato%2Be%2BqeiIh%2BwwiuWatOewoeWgseaqlC5wZGY%3D&icon=..pdf
    Panther, L., Perrotta, K., & Stanhope, S. (2025). Youth participatory action research, historical empathy, and the shadow of Stone Mountain. Educational Action Research, 1–20. https://doi.org/10.1080/09650792.2025.2533318
    Perform. (n.d.). Hot seating. Retrieved July 25, 2026, from https://www.perform.org.uk/child-development/drama-games/hot-seating
    Phillips, R.B.B. (2005). Re-placing Objects: Historical Practices for the Second Museum Age. The Canadian Historical Review 86(1), 83-110. https://dx.doi.org/10.1353/can.2005.0086.
    Phinney, J. S. (1989). Stages of Ethnic Identity Development in Minority Group Adolescents. The Journal of Early Adolescence, 9(1–2), 34–49. https://doi.org/10.1177/0272431689091004
    Phinney, J. S. (1990). Ethnic identity in adolescents and adults: Review of research. Psychological Bulletin, 108(3), 499–514. https://doi.org/10.1037/0033-2909.108.3.499
    Phinney, J. S. (1992). The Multigroup Ethnic Identity Measure: A New Scale for Use with Diverse Groups. Journal of Adolescent Research, 7(2), 156–176. https://doi.org/10.1177/074355489272003
    Phinney, J. S. (1993). Ethnic identity and acculturation. In M. H. Bornstein & M. E. Lamb (Eds.), Developmental perspectives on immigration: Advances in research and theory (pp. 61–114). American Psychological Association. https://doi.org/10.1037/10120-000
    Phinney, J. S., & Ong, A. D. (2007). Conceptualization and measurement of ethnic identity: Current status and future directions. Journal of Counseling Psychology, 54(3), 271–281. https://doi.org/10.1037/0022-0167.54.3.271
    Pillay, A. (2021). Talking Back to Shakespeare in a South African Lecture-room: Engaging in Critical Conversations about Resistance. Changing English, 28(3), 286–295. https://doi.org/10.1080/1358684X.2020.1855415
    Pingpu Indigenous Peoples Status Act (平埔原住民族群身分法). (2025) (Taiwan). https://law.cip.gov.tw/LawContent.aspx?id=GL000465
    Redfield, R., Linton, R., & Herskovits, M. J. (1936). Memorandum for the study of acculturation. American Anthropologist, 38(1), 149–152. https://doi.org/10.1525/aa.1936.38.1.02a00330
    Return to Siraya (復返西拉雅). (2024). 【展箱特寫＃1】十字繡：西拉雅族的傳統服飾中，十字繡是一大特色 [Display case close-up #1: Cross-stitch is a prominent feature of traditional Siraya clothing] [Facebook post]. Facebook. https://www.facebook.com/permalink.php?story_fbid=pfbid02WNP8o8LRaaonWmWL2gZULYMNgkmxcM7HsCEqHvs5UcEbWoV4mGjfzQ2LJDh5ysbTl&id=100079481123683
    Sandell, R. (2007). Museums, Prejudice and the Reframing of Difference (1st ed.). Routledge. https://doi.org/10.4324/9780203020036
    Sandifer, C. (2003), Technological novelty and open-endedness: Two characteristics of interactive exhibits that contribute to the holding of visitor attention in a science museum. J. Res. Sci. Teach., 40: 121-137. https://doi.org/10.1002/tea.10068
    Savenije, G. M., & De Bruijn, P. (2017). Historical empathy in a museum: Uniting contextualisation and emotional engagement. International Journal of Heritage Studies, 23(9), 832–845. https://doi.org/10.1080/13527258.2017.1339108
    Schorch, P. (2015). Experiencing differences and negotiating prejudices at the Immigration Museum Melbourne. International Journal of Heritage Studies, 21(1), 46–64. https://doi.org/10.1080/13527258.2013.877955
    Seixas P. (2017). A Model of Historical Thinking. Educational Philosophy and Theory, 49(6), 593–605. https://doi.org/10.1080/00131857.2015.1101363
    Shachar, M. (2018). Holocaust education in the museum space: An Israeli perspective. In C.-C. W. Szejnmann & P. Cowan (Eds.), Holocaust education in primary schools in the twenty-first century: Current practices, potentials and ways forward (pp. 165–179). Palgrave Macmillan. https://doi.org/10.1007/978-3-319-73099-8_10
    Shemilt, D. (1983). The Devil’s Locomotive. History and Theory, 22(4), 1. https://doi.org/10.2307/2505213
    Simon, N. (2010). The participatory museum. Museum 2.0.
    Siraya National Scenic Area Headquarters. (2024, July 5). 西拉雅夜祭 [Siraya night festival]. https://www.siraya-nsa.gov.tw/zh-tw/event/calendardetail/11
    Siraya Onini Music Group. (2020, April 28). 「Onini樂團創立於1997年，當時由居住在九層嶺、口埤一代的老中青年共同組成。」對於Onini是如何出現、從何出現的這個問題 [“The Onini Ensemble was founded in 1997…”] [Video]. Facebook. https://www.facebook.com/OniniSingers/videos/607774776491792/
    Stam, D. C. (1993). The Implications of ‘The New Museology’ for Museum Practice.
    Steele CM, & Aronson J (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69, 797–811. doi: 10.1037//0022-3514.69.5.797 [PubMed: 7473032]
    Strachan A., & Mackay L. (2013). Veiled practice: Reflecting on collaborative exhibition development through the journey of one potentially contentious object. Museum Management and Curatorship, 28(1), 73–90. https://doi.org/10.1080/09647775.2012.754981
    Sung, P.-F. (2021). What is historical empathy in history teaching? Journal of Educational Research and Development, 67(2), 1–39. https://doi.org/10.3966/102887082021066702001
    Tainan City Government Bureau of Cultural Affairs. (2024). 原原不止400年－原住民族群文化展 [Indigenous cultures beyond 400 years]. Tainan 400. https://tainan400.tainan.gov.tw/index.php?inter=exhibit&cid=1&id=7&did=8
    Tainan City Government Indigenous Affairs Commission. (2016, October 26). 臺灣原住民──西拉雅族 [Taiwan’s Indigenous peoples—The Siraya]. https://web.tainan.gov.tw/nation/News_Content.aspx?n=934&s=5752&Create=1
    Tainan Siraya Cultural Museum. (2024). Tainan Siraya Cultural Museum [Facebook post]. from Facebook. https://www.facebook.com/share/r4geJXhygyZHLYGx/
    Taiwan Indigenous Peoples Portal. (2012). 漢化太深？西拉雅：外來政權的錯 [Too deeply Sinicized? The Siraya: It was the fault of foreign regimes]. Retrieved March 9, 2025, from https://www.tipp.org.tw/news_article.asp?F_ID=33342
    Tajfel, H., & Turner, J. C. (1979). An integrative theory of intergroup conflict. In W. G. Austin & S. Worchel (Eds.), The social psychology of intergroup relations (pp. 33–47). Brooks/Cole.
    Tien, S.-Y. (2026, June 5). 文物回家了！阿里山鄒族共作展登場，探索來自山林的智慧 [Cultural objects return home: A co-curated Tsou exhibition in Alishan explores Indigenous knowledge from the mountains]. As Researcher Tell, Academia Sinica
    Tseng, Y.-H. (2013). 從PISA國際學生評量反思臺灣基礎教育 [Reflections on Taiwan’s basic education through the PISA international student assessment]. 師友月刊, 551. https://doi.org/10.6437/EM.201305_(551).0010
    Umaña‐Taylor, A. J., Douglass, S., Updegraff, K. A., & Marsiglia, F. F. (2018). A Small‐Scale Randomized Efficacy Trial of the Identity Project: Promoting Adolescents’ Ethnic–Racial Identity Exploration and Resolution. Child Development, 89(3), 862–870. https://doi.org/10.1111/cdev.12755
    Uppin H., & Timoštšuk I. (2019). “We’ll Be Back by Christmas” – Developing Historical Empathy During a Museum Activity. Journal of Museum Education, 44(3), 310–324. https://doi.org/10.1080/10598650.2019.1612660
    van Drie, J., & van Boxtel, C. (2007). Historical Reasoning: Towards a Framework for Analyzing Students’ Reasoning about the Past. Educational Psychology Review, 20(2), 87–110. https://doi.org/10.1007/s10648-007-9056-1
    Vera, E. M., Vacek, K., Coyle, L. D., Stinson, J., Mull, M., Doud, K., Langrehr, K. J. (2011). An examination of culturally relevant stressors, coping, ethnic identity, and subjective well-being in urban, ethnic minority adolescents. Professional School Counseling, 15, 55-66. doi:10.5330/PSC.n.2011-15.55
    Villanueva, C., & O’Sullivan, C. (2020). Dramatic codifications: possibilities and roadblocks for promoting critical reflection through drama in Chile. Research in Drama Education: The Journal of Applied Theatre and Performance, 25(4), 526–542. https://doi.org/10.1080/13569783.2020.1783994
    Vossen, H. G. M., Piotrowski, J. T., & Valkenburg, P. M. (2015). Development of the Adolescent Measure of Empathy and Sympathy (AMES). Personality and Individual Differences, 74, 66–71. https://doi.org/10.1016/j.paid.2014.09.040
    Webber, M., & Madden-Smith, A. (2023). Indigenous student identity development and school success: Mitigating social identity and stereotype threats in schools. In International Encyclopedia of Education(Fourth Edition) (pp. 276–287). Elsevier. https://doi.org/10.1016/B978-0-12-818630-5.14052-7
    Weber, M. (1968). Economy and Society: An Outline of Interpretative Sociology (Vol. 1). New York: Bedminster Press.
    Westwater, C. (2024). The Othering Museum: A Case for Non-Selective Curation. Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-55432-2
    Wilkinson, S. (2004). Focus Groups. In Doing Social Psychology Research (pp. 344–376). John Wiley & Sons, Ltd. https://doi.org/10.1002/9780470776278.ch14
    Wu, H.-W. (2025, November 1). 首艘原住民族名「西拉雅號」遠洋巡護船下水 賴清德：落實身分認同 [First offshore patrol vessel named after an Indigenous group, “Siraya,” launched; Lai Ching-te: Implementing identity recognition]. United Daily News. https://udn.com/news/story/10930/9111048
    Yang, H.-C. (2003). 清代臺灣南部西拉雅族番社地權制度變遷之研究——以鳳山八社領域為範圍（1683–1895） [A study of changes in the land-rights system of Siraya villages in southern Taiwan during Qing rule: The territory of the Eight Villages of Fengshan (1683–1895)] [Master’s thesis, National Chengchi University].
    Yao, C.-Y. (2016). 揭開習以為常的認同與差異：「部落的呼喚」得獎作品之後殖民批判論述分析 [Uncovering taken-for-granted identities and differences: A postcolonial critical discourse analysis of the award-winning work “The Call of the Tribe”]. Humanities and Social Sciences Research: Education, 10(1), 60–85. https://doi.org/10.6618/HSSRP.2016.10(1)3
    Zampollo, F. (2017). StarChat: A Food Design Thinking method for context exploration. Amazon Digital Services.

    QR CODE