Abstract

The causes of social problems are complicated and intertwined; as such, independent and decentralized problem solving is often insufficient. Collective Impact (CI), conversely, reorganizes efforts so that they are supported by complementary actions. Taiwan’s indigenous schools are recipients of abundant public and private funding; however, school stakeholders struggle to elevate basic competencies while transmitting indigenous culture. Here CI models can be useful. Through review of the meeting transcripts of the “core groups” which promote CI in schools, and the attending observation and analysis of this study’s author, the benefits and difficulties of CI implementation is explored. It is hoped that these research results can highlight applications of CI models in cross-cultural frameworks and their role in improving Taiwan’s indigenous schools.

Authors: Shang Ya-Wen, Sheu Tian-Ming

Published in: World Congress on Education (2024)

  • Date of Conference: 26-28 August, 2024
  • DOI: 10.20533/WCE.2024.0018
  • Electronic ISBN: 978-1-913572-71-6
  • Conference Location: Churchill College, Cambridge, UK

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