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2011 - 55th Annual Conference of the Comparative and International Education Society Words: 260 words || 
1. 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>. 2019-08-20 <>
Publication Type: Conference Paper/Unpublished Manuscript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.

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