Exploring semiotic practices and cultural identity in a Bunun Indigenous elementary school in Taiwan from a barthesian perspective

This study explores how totems and decorative texts shape cultural identity among Indigenous students at an elementary school in Taiwan. Using Roland Barthes' semiotic theory, it examines the cultural meanings and functions of visual symbols through qualitative methods. The representative semiotics include the Bunun woodcarving calendar, diamond totems, the phrase '禮義廉恥,' and multicultural symbols, chosen for their visibility and cultural relevance. Data were collected through six months of observations and interviews with students and teachers. Findings show that these semiotics connect Bunun students to their school environment and strengthen cultural identity, while also exposing challenges in navigating conflicts between Indigenous heritage and mainstream culture.