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The purpose of this research is to explore the ethnic prejudice embedded in Taiwan's school curriculum and instruction. By reviewing literature, the researcher analyzes the distortions and slights that Taiwanese aborigines have suffered. Ideally, the mass media should play a role in enhancing social justice. However, due to unequal balance of power, ethnic minorities and disadvantaged groups are easily misrepresented and stigmatized. In both Taiwan and Western countries, aboriginal people frequently receive unfair treatment in the media. The mainstream media is often prejudiced against aboriginal groups through insufficient coverage of their unique problems, neglecting them intentionally, or reinforcing stereotypes. From the viewpoint of curriculum politics, schools tend to hide the social authorities in their courses, and the selection of course contents are also dominated by the social authorities. This is why the descriptions of aboriginal people in textbooks are mostly based on stereotypes, sometimes in fragmented and isolated pieces, or even misinformed. Because most teachers in public schools lack knowledge of multicultural issues, their cultural insensitivity can easily increase students’ negative impressions of aboriginal people. Therefore, it is urged that teachers should critically examine the ethnic biases hidden in their textbooks and courses, put multicultural education into practice, and then help students develop healthy relationships with other ethnic groups. In addition, aboriginal people should be more active in writing about their own culture and history, establishing their ethnic autonomy, and displaying their abundant and respectful culture in the mass media.
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