Abstract
This thesis is a field study conducted in a kindergarten in an Atayal tribe in Taiwan. Participant observation, interview and document collection were employed to understand how the Han teachers include Atayal culture in unit curriculum and teaching. It is found that when the Han teachers include Atayal culture, most of the contents are at what Schein defines as artifacts. They seldom teach the values and the basic assumptions embedded in the culture. The teaching is mainly top-down and teacher-centered. They teach by lecturing, assisted with videotape and pictures down-loaded from the web. The teacher’s competence in teaching and the resources are two of the difficulties they have. In addition, the teacher’s cultural sensitivity is another important factor that influences their teaching of Atayal culture. Suggestions are given at the end of this thesis for the reference of those who are devoted to improve the education of aboriginal people.