This study is to document the process of Miaoli County Nanzhuang Aboriginal children participating in the multicultural heritage group. It triggered students to understand cultural differences and the ability to find advantageous characteristics of their own culture by emphasizing multicultural perspectives. Through the process of group work, it opened students’ cultural identity and cultural innovation. This study used qualitative research with participant observation entering the field to build the research process. Data analysis is based on group process documents and research reflection. The research findings are the following:
The traditional cultural courses provide only superficial knowledge for students, and many important knowledges are missing. Therefore, the teaching materials should be carefully chosen for the group members, and the group leaders should avoid falling into the trap of mainstream culture. Through the multicultural model of teaching and community cultural resources and the local cultural assets as well as the cultural symbol which students learn from the school, it allows students to learn self-affirmation, identity differences and different cultural group dynamics. In addition to avoid increasing the burden of student learning, it enables them to go beyond the surface meaning of cultural learning as well as call the attention of parents and community elders to see the need of cultural heritage.
The researcher learns the multicultural response from different cultures and see the mutual respect between them through the multicultural group. It is recognized that cultural heritage comes from cultural identity. The researcher knows better self and Saisiyat culture and hold identity with her own culture. This research study helps her to achieve the purpose of culture heritage.
