Multiculturalism and multicultural education approaches to Indigenous people’s education in Taiwan

Taiwan has cast multicultural policies as a remedy for inequalities and injustices its 16 Indigenous groups face. Such policies aim to revive Indigenous languages and cultures and create a more welcoming and inclusive environment in schools. Despite the fact that Indigenous people are expected to be primary beneficiaries of these policies, not much is known about how they have affected Indigenous students and communities, if at all. Relying on in-depth semi-structured interviews with 16 Indigenous participants, this paper explores whether the policies have accomplished or are on the way to accomplishing the goals set, as seen by Indigenous people. The findings show that the multicultural approach to education is still informed by assimilationist logic that expects Indigenous people to adjust to the culture and orientations of the dominant group, and as such, does not redress the existing injustices and inequalities

Negative Luminescence

The increasingly pervasive phenomenon of light pollution spans several different fields of concern, including the loss of the night sky, energy wastage, and the effects of artificial light on circadian rhythms and nocturnal ecology. Although the scale of the problem has grown significantly in recent decades, the underlying dynamics remain only partially understood beyond the identification of specific technological pathways such as the rise of light-emitting diodes (LEDs) or the capitalist transformation of the nocturnal realm. It is suggested that current approaches to the study of light, including the identification of “urban atmospheres,” the elaboration of existing approaches to urban ecology, or the extension of “smart city” type discourses, do not capture the full complexity of the politics of light under late modernity.European Research Counci