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TABLE 5. Reforming Taiwanese high school history curriculum as a response to global times

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Abstract:

This paper will analyze how a new high school history curriculum in Taiwan is introduced in response to contradictory public debates calling for both more local/national and more global forms of citizenship. While early globalization theory predicted the demise of the nation-state, more recent work has acknowledged the contradictory tensions between centripetal and centrifugal forces and the counter-effort to re-energize national boundaries and sentiments (Beck, 2004; Robertson, 2001). Beck (2004) argues for ‘processes of renationalization’ in face of globalization(p.150 ). Taiwanese high school history curriculum reform can be seen as a set of such ‘social coordinates’ in which is called for to re-make, re-plot and re-fix national identity in the face of the significant social changes and the melting of ascribed collective identities.
The analysis of this paper will work with documents in the public realm and interviews with teachers and students.
Tentative findings of this paper are: In the new curriculum, history subject is framed as three cycles, Taiwanese history, Chinese History, and World history, in which Taiwanese history is treated as the most inner cycle that should be taught first. Such “a theory of curriculum framework- called concentric cycles” results in heating debates over which forms of identity are being constructed through teaching history. Teachers and students, on the other hand, view history learning in two ways- state of memorizing history facts, and ways of knowing how history knowledge is produced. The latter seems to bring up a way for students to deconstruct history “facts” which are selected for re-nationalization work.

Author's Keywords:

history curriculum reform, national identity, global citizenship
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p505837_index.html
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MLA Citation:

Mao, Chin-Ju. "TABLE 5. Reforming Taiwanese high school history curriculum as a response to global times" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p505837_index.html>

APA Citation:

Mao, C. , 2011-04-30 "TABLE 5. Reforming Taiwanese high school history curriculum as a response to global times" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p505837_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This paper will analyze how a new high school history curriculum in Taiwan is introduced in response to contradictory public debates calling for both more local/national and more global forms of citizenship. While early globalization theory predicted the demise of the nation-state, more recent work has acknowledged the contradictory tensions between centripetal and centrifugal forces and the counter-effort to re-energize national boundaries and sentiments (Beck, 2004; Robertson, 2001). Beck (2004) argues for ‘processes of renationalization’ in face of globalization(p.150 ). Taiwanese high school history curriculum reform can be seen as a set of such ‘social coordinates’ in which is called for to re-make, re-plot and re-fix national identity in the face of the significant social changes and the melting of ascribed collective identities.
The analysis of this paper will work with documents in the public realm and interviews with teachers and students.
Tentative findings of this paper are: In the new curriculum, history subject is framed as three cycles, Taiwanese history, Chinese History, and World history, in which Taiwanese history is treated as the most inner cycle that should be taught first. Such “a theory of curriculum framework- called concentric cycles” results in heating debates over which forms of identity are being constructed through teaching history. Teachers and students, on the other hand, view history learning in two ways- state of memorizing history facts, and ways of knowing how history knowledge is produced. The latter seems to bring up a way for students to deconstruct history “facts” which are selected for re-nationalization work.


Similar Titles:
An exploration of high school history teachers’ subjectivity in the reform of high school history curriculum guidelines

National identity represented in high school history textbooks from Taiwan and mainland China

Do you read me? Fostering a culture of peace across curriculum at a high school in Taiwan

Teaching to the test: Teaching approaches in Senior High Schools in the context of the New Curriculum Reforms in China


 
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