Ambiguity as Deliberate Strategy: The "De-Politicized" Discourse of National Identity in the Taiwanese Citizenship Curriculum

Autor/in	Hung, Cheng-Yu
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01