Political Indoctrination in the Curriculum during Four Periods of Elementary School Education in Taiwan

Lin, Chao-Ching

doi:10.1080/00377990309600196

Cited by 8 publications

(8 citation statements)

References 2 publications

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Section: Political and Social Aspects Of School Curriculamentioning

confidence: 99%

“…In schools, the KMT's efforts to legitimate its authority in Taiwan and promote a homogenous Chinese culture and national identity impacted the teaching environment and curriculum. Lin (2003) explains how the classroom was filled with pictures of political atmosphere and activities in the classroom reinforced the government agenda: President Chiang Kai-shek's picture hung above the blackboard at the front of every classroom in all public and private schools in urban and rural areas. His status was obviously visible when one walked into any public school.…”

Section: The Political Aspect Of School Curriculamentioning

confidence: 99%

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Ideological Representations of Taiwan’s History: An Analysis of Elementary Social Studies Textbooks, 1978–1995

2007

Curriculum Inquiry

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Textbooks play a central role in Taiwanese education. In the wake of the political reform and social protest movements of the 1970s and 1980s that led to Taiwanese educational reform, critics assert that traditional textbooks reinforce the dominant national Chinese cultural identity without considering the specific perspectives and voices of different gender, cultural, and ethnic groups. The study's purpose is to examine how political and ideological issues were represented in nationally standardized grade-four social studies textbooks from 1978 to 1995; how the textbook portrayed the history of cultural and ethnic groups as well as both genders in Taiwan; and whether the ideology changed because of political and socioeconomic pressures. In order to explore this question, two series of textbooks were examined. The first series was published between 1978 and 1989, the second between 1989 and 1995. Two social studies textbooks from each series were examined. The study's theoretic framework centers on the relationship between legitimated knowledge and the textbooks, employing the methodology of textbook analysis. Three themes were examined: (1) Taiwan's historical development, (2) national identity and nationalism, and (3) ethnic and gender studies. Two analyses were applied in each theme: (1) story-line analysis and (2) language analysis.

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Section: Political and Social Aspects Of School Curriculamentioning

confidence: 99%

Section: The Political Aspect Of School Curriculamentioning

confidence: 99%

Ideological Representations of Taiwan’s History: An Analysis of Elementary Social Studies Textbooks, 1978–1995

2007

Curriculum Inquiry

View full text Add to dashboard Cite

show abstract

“…In schools, the KMT's efforts to legitimate its authority in Taiwan and promote a homogenous Chinese culture and national identity impacted on the teaching environment and curriculum. Lin (2003) explains how the classroom atmosphere and activities reinforced the government agenda: President Chiang Kai-shek's picture hung above the blackboard at the front of every classroom in all public and private schools in urban and rural areas. His status was obviously visible when one walked into any public school.…”

Section: Political and Social Aspects Of School Curriculamentioning

confidence: 99%

“…The diverse cultures and values of social and cultural groups, particularly, those of indigenous Taiwanese, should be presented appropriately in textbooks. (National Elementary Curriculum Guides, 1993) Since then, the MOE has launched a series of educational reforms, including opening up the textbook market to private enterprises and incorporating multicultural studies into the new curriculum standards (Lin, 2003).…”

Section: Cultural Awareness From 1975-1996mentioning

confidence: 99%

Political Ideology and Social Studies Curricula in Taiwan

2006

Asia-Pacific Journal of Teacher Education

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Taiwanese textbooks play a central role in Taiwanese education. Teachers rely on the textbooks to develop lessons as well as the majority of the content of their classes. The purpose of this article is to explore the historical development of the political and ideological complexities in Taiwan's social studies curriculum. The article begins with an overview of Taiwan's history and population, followed by a discussion of the political and social impacts on Taiwan's social studies curriculum and textbooks from 1949 to the present. The theoretical interrelation between legitimised knowledge and school curriculum is discussed in relation to these issues.

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“…Lin (2003) explained how the classroom was filled with the pictures of political leaders and the government agenda: Lin (2003) explained how the classroom was filled with the pictures of political leaders and the government agenda:…”

Section: Political and Social Aspects Of School Curriculamentioning

confidence: 99%

Political ideology and Taiwanese school curricula

2006

Asia Pacific Educ. Rev.

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Political Indoctrination in the Curriculum during Four Periods of Elementary School Education in Taiwan

Cited by 8 publications

References 2 publications

Ideological Representations of Taiwan’s History: An Analysis of Elementary Social Studies Textbooks, 1978–1995

Ideological Representations of Taiwan’s History: An Analysis of Elementary Social Studies Textbooks, 1978–1995

Political Ideology and Social Studies Curricula in Taiwan

Political ideology and Taiwanese school curricula

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