Portrayals of Indigenous peoples and the development of multiculturalism in Taiwanese citizenship education
Bibliographic Data
| ID | 21345668 |
|---|---|
| Authors | Cheng-Yu Hung (0000-0002-1835-0944, National Taiwan University, corresponding author) |
| Year | 2024 |
| Volume | 56 |
| Issue | 5 |
| Pages | 594-609 |
| Publication date | 2024-09-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Curriculum Studies (JOURNAL) |
| Journal identifiers | ISSN: 0022-0272 • E-ISSN: 1366-5839 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00220272.2024.2392589 |
| OpenAlex | W4401972867 |
| Language | EN |
| Citations received | 1 |
| References cited | 31 |
This article investigates how Indigenous peoples have been portrayed in citizenship education in Taiwan since the downfall of the authoritarian regime in 1987. The trajectory of citizenship curriculum development elucidates how attitudes towards cultural citizenship and multiculturalism came into play to form the narratives we find in schools. Four versions of the official curriculum from 1983, 1999, 2010 and 2019 and the textbooks authorised for use with each are examined. Interviews with curriculum developers are also conducted to provide explanations behind the curriculum design. Through content and discourse analysis, it is discovered that Taiwanese citizenship education has evolved along conservative, liberal, pluralistic and critical multicultural constructs, and that portrayals of the Indigenous population have swung from depicting invisible, archaic and mythical figures to showing visible contemporary faces. The latest curriculum has adopted ‘question-based’ and ‘inter-curricular communication’ strategies to go beyond simplistic carnival-like multicultural celebrations. These thought-provoking and counter-narrative features aim to bring out critical perspectives in class though the latest curriculum still has room for improvement in terms of its subtlety of intersectionality and its action-oriented design. This Taiwanese case can be an example to young democracies in how a critical framework can be incorporated into the curriculum-making process
Citizenship · Citizenship education · Indigenous · Multicultural education · Multiculturalism · Pedagogy · Political science · Politics · Sociology · Anthropology · Educator Training and Historical Pedagogy · Gender Studies · Global Education and Multiculturalism · Multilingual Education and Policy
Taiwan
Basic Content Analysis
Citizenship and Social Class
The revival of the process model in curriculum design
Culturally Sustaining Pedagogies and Our Futures
Demarginalizing the Intersection of Race and Sex
Demarginalizing the Intersection of Race and Sex
Toward a Critical Race Theory of Education
Toward a Critical Race Curriculum
Multicultural Citizenship
Citizenship as cultural
Critical Race Theory, Multicultural Education, and the Hidden Curriculum of Hegemony
Making Sense of Multicultural Education
I Belong Here.”
Critical Race Theory 20 Years Later
The Status That Troubled Me
Culturally Relevant Pedagogy 2.0
Culturally Sustaining Pedagogy
Taiwan and the Issue of National Identity
Asian Style Democracy
Social Rights Advocacy and State Building
Taiwan And Chinese Nationalism
Relativism and the Social Sciences
Cultural citizenship
Indigenous Children's Survivance in Public Schools
Cultural Citizenship and Educational Democracy
Critical Race Theory in Education
In the Name of Culture
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |