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Fashioning curriculum reform as identity politics—Taiwan's dilemma of curriculum reform in new millennium
ARTICLE

International Journal of Educational Development Volume 28, Number 5, ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

This paper explores indigenization and globalization, the double issue of curriculum and identity as a dialectical contradiction that characterizes the ambivalence of “Taiwanese identity.” “Taiwanese identity” is treated as a social, political, and cultural construct rather than a fixed term in an essentialist sense. Curriculum, as culture's medium of social identity construction, represents a struggle over who constructs whose identity and what is constructed. Therefore, when curriculum reform is called for, it is also a time when a society transitioning and redrawing its socio-political and cultural boundaries to resolve internal social conflicts and identity anxiety. Curriculum reform, in this paper, is analyzed not only as a question of shifting explicit ideas of educational practice but also a question of shifting configurations in power relations that signify a politics of identity.The historical context that brought about the question of identity in Taiwan is introduced first. The second section discusses how emerging curricula were politically, socially, and culturally implicated in the process of constructing a Taiwan-centric identity. The third section analyzes the political, social, cultural, and educational implications of new curricula on the formation of a Taiwan-centric identity. Finally, the paper discusses the effect of globalization on the practice of new curricula and points out an ambivalence of local–global identity construction and the conflicting roles of education, especially curriculum, in this ambivalence.

Citation

Mao, C.J. (2008). Fashioning curriculum reform as identity politics—Taiwan's dilemma of curriculum reform in new millennium. International Journal of Educational Development, 28(5), 585-595. Elsevier Ltd. Retrieved November 11, 2019 from .

This record was imported from International Journal of Educational Development on January 28, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijedudev.2007.10.005

Keywords