Negotiating Imagined Community in National Curriculum: The Taiwanese Case

Autor/in	Li, Yu-Chih
Titel	Negotiating Imagined Community in National Curriculum: The Taiwanese Case
Quelle	In: International Education Journal: Comparative Perspectives, 18 (2019) 1, S.80-92 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Li, Yu-Chih)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2202-493X
Schlagwörter	National Curriculum; High School Students; Foreign Countries; Self Concept; Imagination; Educational Change; Curriculum Development; History Instruction; Social Action; Student Attitudes; Democratic Values; Student Participation; Nationalism; Social Change; Political Power; Foreign Policy; Taiwan + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Selbstkonzept; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; History lessons; Geschichtsunterricht; Soziales Handeln; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Nationalismus; Sozialer Wandel; Politische Macht; Außenpolitik
Abstract	Due to its historical and geopolitical contestations, Taiwan is a country whose people possess divergent imaginations of the national community. Such a condition has been described as institutional liminality, which captures Taiwan's status as not a complete nation state nor a non-nation state; not China nor non-China. Under such a condition, people recognize themselves either as Taiwanese, Chinese, or both. Through utilizing the concept of imagination, especially Anderson's notion of "imagined communities" and Harvey's interpretation of "geographical imagination," this paper investigates the representation of imagined communities embedded in various revisions and makings of the national curriculum in Taiwan. A specific focus is put onto the revision of the national historical curriculum at the senior high school level and the resistance to it during 2014-2016. It is argued that through organizing protests and boycotts against the revision, students are no longer simply pure receivers of official knowledge, they actively express their imagination of the national community and participate in the negotiation of official knowledge, which gives the national curriculum a more democratic base. (As Provided).
Anmerkungen	Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail: editor@iejcomparative.org; Web site: https://openjournals.library.sydney.edu.au/index.php/IEJ/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06