Tue, Dec 11, 2012 - Page 5 News List

FEATURE: School aims to preserve Atayal culture

By Elizabeth Hsu  /  CNA

Lungah and four other Atayal Aboriginal children were in the forest, gathering dried wood and learning some basic survival tips from her father.

“Make use of everything available,” said Baunay Wantan as he showed them how to snap a bamboo stem without using a knife.

“Sometimes your foot can be a useful tool,” Baunay said as he demonstrated how to break a thicker bamboo stem by stepping on it, a move the youths, aged between 19 months and five years tried.

They could do little more than get the bamboo to bounce off the ground.

Baunay is one of eight teachers responsible for the education of the five Atayal children at a groundbreaking preschool he and his wife, Yuma Taru, founded last year on their own land in a remote Atayal village in Taian Township (泰安), Miaoli County.

Still being run on a trial basis, the preschool is at the heart of 49-year-old Yuma’s vision to save and preserve the culture of the Atayals, the second-largest of Taiwan’s 14 officially recognized indigenous groups, with a population of 80,000.

“We want our children to learn and grow up in an environment similar to the traditional homes of our tribe in the early days,” Yuma said. “We believe that only by doing that can we add the depth of our culture to our children’s lives.”

The immersion into Atayal culture begins with the school itself — a traditional Atayal bamboo house built by Baunay and his tribesmen 12 years ago for a book about the tribe’s architecture he was working on at the time.

In the tree-surrounded house that adjoins a vegetable garden, Lona and her classmates learn about traditional weaving, cooking and other tribal customs and practices, using Mandarin and Atayal, or more vivid demonstrations.

“There are things you cannot teach with words,” Baunay said.

The best way to tell tribal children how their ancestors lived is to show them the plants that were harvested for foods and clothing, or used as tools, he said.

Yuma hopes the three-year program she has orchestrated will serve as a springboard for her more ambitious plan to establish Taiwan’s first “indigenous school,” dedicated to ethnic education that will also include subjects taught in other schools around Taiwan.

“Why should our children, who have lived in tribal villages since they were born, be put on a conveyor belt in schools built with concrete and steel at the age of two?” Yuma asked.

She herself was sent from her village to attend a regular school starting in the second grade and went on to study Chinese language and culture at university before getting a job as a teacher, only to “wake up” at the age of 29 “not knowing who or where I was.”

It was then that Yuma began her cultural journey into an increasingly hazy past, returning to her tribal village in Miaoli to learn her mother tongue as well as weaving.

She discovered that knowledge of Atayal weaving techniques had died out during her mother’s generation, lost to the Japanization movement during the colonial period (1895 to 1945), and then to the Chinese Nationalist Party (KMT) government’s efforts to assimilate indigenous people into Han Chinese culture.

Yuma had to learn the craft from her grandmother, starting with the most basic skill — how to plant ramie, a vegetable fiber used in textiles for thousands of years.

She spent the next 10 years developing a computerized databank of Atayal weaving know-how and patterns, and then another 10 years building a workshop where other tribal women could pick up the skills and then design and weave exquisite fabrics.

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