Francis Chia Hui Lin
Biographic Data
| ID | 9105578 |
|---|---|
| NAME | Francis Chia Hui Lin |
| GIVEN NAMES | Francis Chia Hui |
| FAMILY NAME | Lin |
| SIGNATURE | LIN F C H |
| AFFILIATIONS | National Taiwan University |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2026 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Beyond technical fixes
Road safety interventions are increasingly guided by systemic models such as Vision Zero and the Safe System paradigm. Yet the institutional coherence presumed by these frameworks often breaks down in postcolonial governance environments. This article develops an epistemology of vulnerable mobility to explain how safety is governed in Taiwan, where infrastructural danger persists despite continual legal amendments and behaviour-focused campaigns.…
Curriculum, environment and postcolonial antinomy
Curriculum reform across the Asia–Pacific region increasingly emphasises standardisation and coherence, yet such reforms often intensify the disconnection between curricular abstractions and children’s lived environments. This paper examines that tension through a qualitative study of the National Taiwan University Kindergarten (NTUK), a preschool embedded within a socio-ecologically rich university campus. Observations, interviews, and curriculu…
No prominent works on this page.
Beyond technical fixes
Road safety interventions are increasingly guided by systemic models such as Vision Zero and the Safe System paradigm. Yet the institutional coherence presumed by these frameworks often breaks down in postcolonial governance environments. This article develops an epistemology of vulnerable mobility to explain how safety is governed in Taiwan, where infrastructural danger persists despite continual legal amendments and behaviour-focused campaigns.…
Curriculum, environment and postcolonial antinomy
Curriculum reform across the Asia–Pacific region increasingly emphasises standardisation and coherence, yet such reforms often intensify the disconnection between curricular abstractions and children’s lived environments. This paper examines that tension through a qualitative study of the National Taiwan University Kindergarten (NTUK), a preschool embedded within a socio-ecologically rich university campus. Observations, interviews, and curriculu…
affective governance (1 work) · China (1 work) · Colonialism (1 work) · Ethnic group (1 work) · Global Education and Multiculturalism (1 work) · Global Educational Policies and Reforms (1 work) · Ideology (1 work) · Indigenous and Place-Based Education (1 work) · legal reform (1 work) · postcolonial governance (1 work)