A Criss-Cross of Forces: The Power Relationship in the Process of Creating the Citizenship Curriculum in Taiwan

Autor/in	Hung, Cheng-Yu
Titel	A Criss-Cross of Forces: The Power Relationship in the Process of Creating the Citizenship Curriculum in Taiwan
Quelle	In: International Online Journal of Education and Teaching, 6 (2019) 1, S.72-86 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Hung, Cheng-Yu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-225X
Schlagwörter	Curriculum Development; Citizenship Education; Authoritarianism; Educational History; Nationalism; Political Attitudes; Socialization; Social Structure; Power Structure; Critical Theory; Ideology; Educational Attitudes; Teaching Methods; Foreign Countries; Content Analysis; Discourse Analysis; Educational Change; Elementary Secondary Education; Taiwan + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Autoritarismus; History of education; Bildungsgeschichte; Nationalismus; Political attitude; Politische Einstellung; Socialisation; Sozialisation; Sozialstruktur; Kritische Theorie; Ideologie; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Inhaltsanalyse; Diskursanalyse; Bildungsreform
Abstract	The citizenship curriculum used in Taiwan during the authoritarian period from 1949 to 1987 sacrificed the individual for the national interest as a tool for political socialisation. In the wake of democratisation since 1987, the curriculum has gradually been stripped of its nationalist overtones which were designed to foster 'informed citizens' to facilitate those in power. The increased stress on the reflective and critical capabilities of the individual reminds pupils to examine their positions and roles in society instead of mechanistically accepting the existing social structure. This article sheds light on the intricate internal-external power relationships and differing views on critical pedagogy among curriculum designers. Interviewed curriculum designers hold that pluralistic ideologies should be presented in the curriculum and then room should be left for students to deliberate or judge for themselves. As the gatekeepers tasked with deciding which information to include and being faced with the intervention of numerous internal and external forces, the Curriculum Committee sided with the critical theory and aimed to break the unreflective social reproduction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01