Becoming a Farmer: An Analysis of the Development of Vocational Subjects in Indigenous Educational Institutes During the Japanese Colonial Period.

Purpose The main purpose of this article is to analyze the development of vocational subjects in indigenous educational institutes during the Japanese colonial period and how it cooperated with the official industrial positioning of indigenous tribes. While traditional farming was passed down from one generation to the next, vocational subjects in educational institutes during the Japanese colonial period were school subjects. The difference between the two deserves in-depth analysis. Finally, this study seeks to understand the impact of Japanese-introduced agricultural practices in indigenous tribal societies. Main Theories or Conceptual Frameworks The analysis spans the entire Japanese colonial period, divided into periods based on the formulation and revision of the Educational Institute regulations. The regulations issued by the Educational Institute of Taiwan Governor's Office were the 1908 "Education Standards for the Indigenous Children" and the 1928 and 1941 "Education Standards of Educational Institute". The study examines the development process of vocational subjects through the lens of these Educational Institute regulations. Research Design/Methods/Participants This article employs a historical research approach. In addition to discussing the standards of Indigenous Educational Institutes across different periods, it is also supported by the analysis and discussion of relevant historical documents to understand the development process of vocational subjects of Indigenous Educational Institute. Research Findings or Conclusions From the early days of the Japanese occupation, the indigenous affairs were handled by the police. Under the policy of "managing indigenous peoples", indigenous peoples education became part of the policy. The purpose of "managing indigenous peoples" was to train these peoples as citizens and farmers, as reflected in official policies. Agriculture become the official industry positioning for the indigenous tribes, and vocational subjects of Indigenous Education Institute was in line with the development of this industry had enabled graduates from educational institutes to engage in farming. In addition to vocational subjects at the educational institute, the government also provided industrial guidance to the tribes with the police station as the center. Together with the group relocation measures to the foothills, the tribes were allowed to enter an agricultural society. This type of agriculture was Japanesestyle agriculture, which was acceptable to the indigenous peoples and could even replace traditional farming because it was more productive. The crop income from the internship park could reduce the burden of official education fees and help increase the enrollment rate of children in educational Institute, which reached 87.71% in 1942. Coupled with the Takasago tribe's reservation measures promoted during the Showa period, each tribal household could be allocated farmland, making farming the main livelihood of the tribe. According to the statistics of the "Takasago people's production annual report", in terms of the harvest volume of food crops and income and savings, it could be inferred that the tribe had reached self-sufficiency. Theoretical or Practical Insights/Contributions/Recommendations Japan currently defines "vocational subjects" as subjects that focus on practical exercises. Currently, Taiwan's middle schools offer "Life Science and Technology" curriculums, which also include practical teaching content. These two types of curriculums may appear to be similar: the former had the connotation of career preparation and employment consideration in Japanese colonial period, while the latter have the function of career trial; similar to the former, the class hours of the latter include internships to enhance skill. For the current "Life Science and Technology" curriculums in middle schools are to strengthen practical abilities, they can appropriately plan the time for internships and practical activities. Because the Indigenous Educational Institute had an internship park, it also arranged internship hours related to vocational subjects and not included in the curriculum. This is similar to the "self-made education" promoted in recent years. This is similar to the "selfmade education" promoted in recent years. If the school's self-made education and technology center appropriately plans the internship hours, it will improve the teaching effect. [ABSTRACT FROM AUTHOR]