The major purpose of this study is to understand the relationship between the curriculum and community identity by analyzing aboriginal schools and the communities they belong to. Using an aboriginal school as an example, the study explores the forming process of autonomous development of school curriculum, and interprets its cultural significance. The research is conducted with case study approach. The researcher uses interviews, document analysis and focus group interviews to collect materials being analyzed. The main objectives of this study includes: (1) analyzing the ethnic identity curriculum constructed by the empowering of school autonomous curriculum (2) exploring how students in the aboriginal school change their ethnic identity after the autonomous curriculum has been practiced (3) exploring to what extent the community gets involved and approving after the autonomous curriculum has been practiced.
