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Constructing Taiwanese identity: The...

Mao, Chin-Ju.

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Constructing Taiwanese identity: The making and practice of indigenization curriculum.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Constructing Taiwanese identity: The making and practice of indigenization curriculum./
Author:	Mao, Chin-Ju.
Description:	207 p.
Notes:	Source: Dissertation Abstracts International, Volume: 59-01, Section: A, page: 0075.
Contained By:	Dissertation Abstracts International59-01A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9736202
ISBN:	0591647796

Constructing Taiwanese identity: The making and practice of indigenization curriculum.
Mao, Chin-Ju.

Constructing Taiwanese identity: The making and practice of indigenization curriculum. - 207 p.

Source: Dissertation Abstracts International, Volume: 59-01, Section: A, page: 0075.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 1997.

This dissertation is a study on the questions of identity construction and curricular reform in Taiwan. Beginning by suggesting Taiwanese is an identity that needs to be learned in the 1980s, a historical rupture in Taiwanese history, the study set out to develop an analytical framework that dealt with Taiwan's curricular reform, indigenization curriculum, as identity politics in which the fusions of binary oppositions--public/private, center/margin, past/present--were turned into "in-between" spaces where different social groups fight over access to the means of representation--curriculum.

ISBN: 0591647796Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Constructing Taiwanese identity: The making and practice of indigenization curriculum.
LDR:03252nam 2200313 a 45 001 931005
005 20110429
008 110429s1997 eng d
020 $a 0591647796
035 $a (UnM)AAI9736202
035 $a AAI9736202
040 $a UnM $c UnM
100 1 $a Mao, Chin-Ju. $3 599243
245 1 0 $a Constructing Taiwanese identity: The making and practice of indigenization curriculum.
300 $a 207 p.
500 $a Source: Dissertation Abstracts International, Volume: 59-01, Section: A, page: 0075.
500 $a Supervisor: B. R. Tabachnick.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 1997.
520 $a This dissertation is a study on the questions of identity construction and curricular reform in Taiwan. Beginning by suggesting Taiwanese is an identity that needs to be learned in the 1980s, a historical rupture in Taiwanese history, the study set out to develop an analytical framework that dealt with Taiwan's curricular reform, indigenization curriculum, as identity politics in which the fusions of binary oppositions--public/private, center/margin, past/present--were turned into "in-between" spaces where different social groups fight over access to the means of representation--curriculum.
520 $a This study employed double research method--documentary analysis and in-depth interview--to render "thick" contextual descriptions of how indigenization curriculum came to be and how individuals actively and creatively made their own senses of indigenization curriculum in relation to their construction of Taiwanese identity. The study held the tension between structural constraint and agency empowerment in analyzing how a discourse of Taiwanese identity was recontextualized into a process of making and practicing indigenization curriculum in the educational system, and how, in turn, a recontextualizing discourse of indigenization curriculum potentially redrew and reshaped the field and contour of Taiwanese identity construction.
520 $a The study found that in the process of recontextualizing the discourse of Taiwanese identity into the making and practice of indigenization curriculum, indigenization curriculum was localized and depoliticized as a form of local education and as a new way of instruction. This tended to insulate the question of Taiwanese identity from the curriculum. Yet, in capturing the private moment of how teachers and principals make their own senses of indigenization curriculum, the interview data showed that individuals tended to recreate their own definitions of indigenization curriculum in line with their own senses of Taiwanese identity. It was within this gap between structural constraint and human agency that the study discovered that the transparent Hoklo culture, the exclusion of gender issues, and the exploitation of the aboriginal culture were politically and culturally subtle in shifting the ongoing process of Taiwanese identity construction.
590 $a School code: 0262.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Elementary. $3 516171
650 4 $a Education, History of. $3 599244
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710 2 0 $a The University of Wisconsin - Madison. $3 626640
773 0 $t Dissertation Abstracts International $g 59-01A.
790 $a 0262
790 1 0 $a Tabachnick, B. R., $e advisor
791 $a Ph.D.
792 $a 1997
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9736202