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Autor/in | Hung, Cheng-Yu |
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Titel | Ambiguity as Deliberate Strategy: The "De-Politicized" Discourse of National Identity in the Taiwanese Citizenship Curriculum |
Quelle | In: Critical Studies in Education, 57 (2016) 3, S.394-410 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1750-8487 |
DOI | 10.1080/17508487.2015.1105837 |
Schlagwörter | Nationalism; Citizenship Education; Foreign Countries; Discourse Analysis; Curriculum Development; Criticism; Hermeneutics; Asians; Ambiguity (Semantics); Curriculum Design; Educational History; Authoritarianism; Educational Change; Patriotism; Democracy; Semi Structured Interviews; China; Taiwan Nationalismus; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Ausland; Diskursanalyse; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Kritik; Hermeneutik; Asian; Asiat; Asiatin; Asiaten; Asiate; Lehrplangestaltung; History of education; Bildungsgeschichte; Autoritarismus; Bildungsreform; Patriotismus; Demokratie |
Abstract | This article aims to investigate how the discourse on national identity is approached in the new Taiwanese citizenship curriculum. The differing opinions on Taiwan's relationship with China and the constant threat from this rising superpower have deterred the explicit promotion of either a Taiwanese or Chinese identity. The new curriculum follows a strategy of "intentional ambiguity", where neither identity is mentioned. In this "polysemous" form, the curriculum has been criticized for staying silent on the question of cultivating a national identity. However, the curriculum developers interviewed for this paper suggested that parents and pupils who examine the new curriculum can find support for whichever national identity they favor since it is designed in such an inclusive manner. They can then simultaneously reflect on the multiple, divergent or competing meanings behind the "polysemous texts" and this "hermeneutic" process of reasoning can then facilitate the choice of national identity with maximum acceptance. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |