Braille, Amma and Integration: The Hybrid Evolution of Education for the Blind in Taiwan, 1870s-1970s

Autor/in	Chiu, Tasing
Titel	Braille, Amma and Integration: The Hybrid Evolution of Education for the Blind in Taiwan, 1870s-1970s
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 50 (2014) 1-2, S.182-194 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2013.874362
Schlagwörter	Foreign Countries; Blindness; Visual Impairments; Special Schools; Educational History; Documentation; Oral History; Special Education; Chinese; Written Language; Literacy Education; Religious Factors; Land Settlement; World History; Japanese; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Blindheit; Visual handicap; Sehbehinderung; Special school; Sonderschule; History of education; Bildungsgeschichte; Dokumentation; Oral tradition; Mündliche Überlieferung; Special needs education; Sonderpädagogik; Sonderschulwesen; China; Chinesen; Geschriebene Sprache; Siedlungsraum; Weltgeschichte; Japaner; Japanisch
Abstract	Industrialisation and mass education have long been considered two main determinants in the emergence of special education, but in many formerly colonised countries, such as Taiwan, historical development did not follow along these lines. In Taiwan, schools for the blind were initially set up by missionaries and colonisers, and were primarily designed to meet the latter's preconceptions and needs. However, pedagogic knowledge and techniques were unexpectedly displaced and transformed as they crossed borders. This study examines the emergence and development of education for the blind in Taiwan from the 1870s to the 1970s. Documentary sources, government statistics and proclamations and oral histories were used in the analysis; they reveal how in Taiwan, education for the blind was shaped under different foreign and domestic influences within specific historical-social contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10