Indigenous Language Curriculum Revival: An Emancipatory Education Analysis of Taiwanese Indigenous Language Policy and Textbooks

Autor/in	Ho, Yann-Ru
Titel	Indigenous Language Curriculum Revival: An Emancipatory Education Analysis of Taiwanese Indigenous Language Policy and Textbooks
Quelle	In: Journal of Curriculum Studies, 54 (2022) 4, S.501-519 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ho, Yann-Ru)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2021.2003435
Schlagwörter	Indigenous Populations; Educational Theories; Language Minorities; Language Maintenance; Foreign Countries; Educational Policy; Personal Autonomy; Policy Analysis; Textbook Preparation; Educational Change; Malayo Polynesian Languages; Textbook Evaluation; Native Language Instruction; Teaching Methods; Power Structure; Second Language Learning; Second Language Instruction; Taiwan + Suchen Sie Ihr Suchwort? Sinti und Roma; Educational theory; Theory of education; Bildungstheorie; Sprachminderheit; Sprachpflege; Ausland; Politics of education; Bildungspolitik; Individuelle Autonomie; Politikfeldanalyse; Lehrbucharbeit; Bildungsreform; Native language education; Muttersprachlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht
Abstract	Objective: Taiwan recently published new language education policy documents and Indigenous language textbooks to support the emerging Indigenous language revitalization initiative. Thus, this study investigates how these current Indigenous policy documents and textbooks portray Indigenous agency and also examine how their contents construct Indigenous emancipatory viewpoints. Research Design: To examine the Indigenous emancipatory goal in the textual data, this study incorporated themes of critical consciousness about Indigenous experiences, voices, and actions from Paulo Freire's emancipatory theory for textual analysis. Methods/Procedures: The textual analysis was informed by Freirean theory to examine two language policy documents and 48 Indigenous language textbooks. Indigenous critical consciousness of voices, experiences, and actions in the data were examined to reveal Indigenous emancipatory themes. Results: Results demonstrate discrepancies within both the policy and textbooks concerning Indigenous emancipatory themes. While Indigenous language policies and textbooks advocate Indigenous sovereignty, there is a simultaneous insertion of mainstream and values juxtaposed with an Indigenous viewpoint. Conclusion: The policies and textbooks embed conflicting Indigenous and mainstream viewpoints. They also construct an inconsistent critical consciousness of Indigenous experiences, voices, and actions. From the policy and textbook analysis, implications for future policy and textbook revisions concerning Indigenous language education are explored. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01