A Day of Learning and Reflection on Taiwan Indigenous Culture at TAS
On Friday, January 17, Taipei American School’s Upper School hosted a dynamic Service Learning Day focused on Indigenous Taiwanese communities and cultures. This unique event, designed for the IB English Language and Literature Year 1, Honors Asian Literature, and Asian Literature courses, brought together students and faculty to explore and engage with the rich traditions, challenges, and achievements of Taiwan’s Indigenous peoples. The day featured five guest speakers representing four different tribes and included a film screening and a hands-on workshop, all of which created a powerful and immersive learning experience.
The Upper School English team organized this event as part of their ongoing effort to shift the focus toward learning from the invaluable cultural heritage of Taiwan—its Indigenous peoples and cultures. By connecting the event to the English curriculum, the team emphasized how the rich literature, art, and creative expression of Indigenous cultures can illuminate complex cultural contexts and heritage. “By studying Indigenous stories, we invite our students to develop a more expansive and empathetic worldview, thus encouraging a deeper understanding and appreciation of the oceans of experience that exist here in Taiwan,” said Ms. Jessica Bywater, Upper School English teacher and the event’s main coordinator.
The day began with an inspiring keynote address by Lasingsing Futur Nalasingsingan, also known as Tasha Ing ’13, an Amis and Han Taiwanese alumna. In her presentation, titled "It’s (not) personal, it does (not) matter," Tasha dove into the (mis)representation of Indigenous culture in various spaces. She highlighted the importance of honoring Indigenous cultural autonomy and addressed the problematically transactional interactions that often occur between outside communities and Indigenous communities. Her thoughtful insights provoked engaged questions from students, to which she provided nuanced and reflective answers. “Tasha’s session powerfully emphasized that the best way to support Indigenous communities is by building authentic relationships. Hopefully today’s event is just a starting point for our community in that regard,” Upper School English Department Chair Mr. Dave Montgomery noted.
"Ms. Tasha Ing’s session warned against the misrepresentation of Indigenous culture. I felt we were able to avoid this and still learn about Indigenous culture by learning directly from Indigenous people," a student reflected, highlighting the impact of hearing directly from an Indigenous voice.
Following the keynote address, students attended a screening of Wawa No Cidal (Children of the Sun), a film directed by Cheng Yu-Chieh and Lekal Sumi. This award-winning film explores the struggles and resilience of Taiwan’s Indigenous communities through the story of a journalist, Panay, who returns to her hometown to fight against illegal land development on her tribe’s ancestral land. The film’s themes of identity, heritage, and self-discovery resonated strongly with the students.
The day continued with engaging breakout sessions led by a diverse group of speakers. Apyang Imiq of the Truku tribe delivered a powerful talk on “Homecoming.” With translation support from Ms. brenda Lin, an Upper School English teacher, Apyang recounted his journey of reconnecting with his cultural heritage after years of being distanced from his roots. He spoke about his "homecoming" and writing journey, and how these experiences inspired his work, which vividly portrays the practices of farming, hunting, and weaving in his community while also highlighting the cultural significance of millet farming.
Apyang’s session also addressed the broader issues facing Indigenous youth, such as the pressures of urban migration and the challenges of preserving cultural practices in the modern world. He shared personal anecdotes about the struggles he faced in reclaiming his identity and navigating life as an openly gay man in the tribe. Apyang emphasized the importance of resilience and community support in overcoming these challenges. One student reflected on the session, saying, “I enjoyed hearing the actual voice behind the essays, and I could see the perspectives Apyang expressed in his essays expressed in real life. I was especially intrigued by his descriptions of his interactions with his village as someone in the LGBTQ+ community.”
In another session, Mr. Tobie Openshaw, a documentary filmmaker and researcher, presented “Mistakes and Successes in Allyship,” where he explored the complexities of supporting Indigenous rights and cultural preservation. Drawing on his work with National Geographic and BBC, Openshaw discussed the importance of allyship built on mutual respect and understanding. “Tobie’s anecdotes highlighted the importance of recognizing that intention and impact are not the same, and the necessity of approaching interactions and relationships with Indigenous communities with humility and care,” Ms. Bywater added.
Afternoon sessions featured Valis Tanapima, a member of the Bunun tribe and a distinguished medical professional. Her talk, “Finding My Identity,” explored the intersection of her Indigenous heritage and her career in healthcare. Valis’s reflections on overcoming systemic barriers to pursue her education and her efforts to advocate for Indigenous representation in medicine provided students with an inspiring example of perseverance. “What struck me the most was her overall journey from being the last in her graduating class to the first. Her achievement was a testament of her unwavering dedication and her refusal to let her circumstances define her and her future,” said a student of Valis’s talk.
‘away maya’ Titiyon, representing the SaiSiyat tribe, presented “Challenges and Dreams of Indigenous Peoples.” Her talk highlighted her personal journey of feeling like an outsider to the tribe due to growing up in the city and being of mixed heritage. She shared how she actively worked toward acceptance and acknowledgment from the tribe’s elders. Titiyon also addressed current issues facing young Indigenous people, such as outmigration of the tribe’s youth, internalized colonization, and discrimination in schools. Her anecdotes—including experiences of peers mocking her Indigenous name and a friend being called a “comfort woman” during a history lesson—offered students a raw and poignant perspective on the challenges faced by Indigenous youth.
One student reflected on Titiyon’s advice when they asked, “How do I protect myself against internalized colonialism?” Titiyon’s response focused on awareness, recovery, and action: “I need to be aware that internalized colonialism is happening or else I will forever be stuck with this wronged mindset. Afterwards, I need to recover what is lost—namely, find what the colonizers took away from me. Then, I can carry out what I recovered, perhaps spreading the message.”
The day concluded with a hands-on beading workshop led by Falahan Kating and Kamuling Lisin of the Amis tribe. Participants learned to craft beaded bracelets using traditional braiding techniques while gaining insight into the cultural significance of specific patterns. “I learned that the bracelet represented and reflected their Indigenous value of harmony among all humans living under the sun. It felt as if by teaching me how to make it, they also instilled their aspiration for peace into me,” said one of the students.
The day highlighted the importance of language, art, and storytelling as powerful tools for preserving cultural heritage and exploring personal identity. Through these immersive sessions, students were encouraged to think critically about the complexities of cultural preservation and revivalism in a modern context, fostering a deeper awareness of their role in supporting these efforts.
Reflecting on the event, Ms. Bywater shared, “The Service Learning Day gave students a chance to engage deeply and meaningfully with members of Taiwan’s Indigenous communities. My hope is that this event also helped the TAS community recognize the work we still must do to educate ourselves so we can continue cultivating positive relationships with local Indigenous groups.”
The Service Learning Day in Upper School provided an invaluable opportunity to foster empathy, cultural awareness, and a sense of shared humanity. As students reflected on the lessons learned, many expressed a newfound curiosity for understanding and appreciating the diverse stories that shape Taiwan’s Indigenous communities.