以文化永續教學的理論，檢討現有的課程與教學方式，期望落實原住民族文化整體觀知識體系的建立與規劃部落與學校教育結合之可行模式。本文透過文獻探討、課堂觀察與深入訪談，從事教室民族誌之質性研究，並選定2020年多元文化溝通專題進行課堂觀察，探討在開放的討論氣氛下，師生在原住民族教育議題時所關心的焦點與互動的情形。同時邀請學者與部落耆老，透過座談與參訪之教學活動，充實教與學之形式與內容。輔以課後訪談，目的在瞭解學生多元文化的學習背景、課堂中學習情形與提出對課程的回饋。隨著課程之進行，透過師生的對話與故事敘說之內容分析，能瞭解在文化傳遞與轉換的教育過程中，信任關係的建立、概念的釐清、原住民族教育的現況與實踐原住民族文化主體性之建立及族群教育主流化的挑戰。在多元學習管道的提供上包含：文化永續教學的課程設計、主題式整合跨領域的教學、多元文化的思維以及大學與部落合作機制的建立。本研究呈現多元文化溝通班級師生共同經營之實況，能瞭解現有課程中融入原住民族議題之可行性，並能共同協商，提出具原住民族文化內涵的討論議題，逐步邁向文化永續的課程教學，進而實踐原住民族教育「族群主流化」之理想。

Using Culturally Sustaining Pedagogy to think about how to design courses and develop curricula for indigenous education, this study examines the teaching and learning processes concerning indigenous cultural knowledge in a multicultural communication class. Through class observations and in-depth interviews in 2020 at National Dong Hwa University, we try to find the significant educational issues and multi-cultural learning systems which are related to the development of culturally sustaining systems and mainstreaming ethnicity. Based on the spirit of multi-cultural thinking and open dialogue between students and teachers, we emphasize learning from the perspective of indigenous peoples and form a support system which can transmit indigenous cultures through both formal education and traditional learning systems. Then we invite scholars and indigenous elders to discuss the course design and plan the curricula and teaching activities together. We integrate our disciplines by combining courses and forming related teaching issues which are not limited by the current disciplinary classifications. Working together with the tribe and the university, we shorten the distance between the traditional cultural transmission system and formal school education. Indigenous cultural powers are revitalized and the functions of university education are strengthened during the processes of teaching and learning. Step by step, we set up a culturally sustaining system that combines indigenous and university resources. By carrying on the traits of indigenous cultures holistically and through life-long learning, we try to fulfill the ideals of mainstreaming ethnicity in higher education.