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"Resistance" as the basic motif in T...

Burton, S. Chen (Naoshi Hinami).

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"Resistance" as the basic motif in Taiwan's social and educational developments (1947-1987): A contextualized study in dialogue with western sociological theories of religion and education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	"Resistance" as the basic motif in Taiwan's social and educational developments (1947-1987): A contextualized study in dialogue with western sociological theories of religion and education./
作者:	Burton, S. Chen (Naoshi Hinami).
面頁冊數:	306 p.
附註:	Source: Dissertation Abstracts International, Volume: 56-12, Section: A, page: 4696.
Contained By:	Dissertation Abstracts International56-12A.
標題:	Education, Philosophy of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9612107

"Resistance" as the basic motif in Taiwan's social and educational developments (1947-1987): A contextualized study in dialogue with western sociological theories of religion and education.
Burton, S. Chen (Naoshi Hinami).

"Resistance" as the basic motif in Taiwan's social and educational developments (1947-1987): A contextualized study in dialogue with western sociological theories of religion and education. - 306 p.

Source: Dissertation Abstracts International, Volume: 56-12, Section: A, page: 4696.

Thesis (Ed.D.)--Columbia University Teachers College, 1995.

This contextualized study brings Taiwan's social and educational realities into a critical dialogue with the selected western sociologists and educators. "Resistance" serves as a nexus and a central motif.Subjects--Topical Terms:

783746
Education, Philosophy of.

"Resistance" as the basic motif in Taiwan's social and educational developments (1947-1987): A contextualized study in dialogue with western sociological theories of religion and education.
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100 1 $a Burton, S. Chen (Naoshi Hinami). $3 1930711
245 1 0 $a "Resistance" as the basic motif in Taiwan's social and educational developments (1947-1987): A contextualized study in dialogue with western sociological theories of religion and education.
300 $a 306 p.
500 $a Source: Dissertation Abstracts International, Volume: 56-12, Section: A, page: 4696.
500 $a Sponsor: William B. Kennedy.
502 $a Thesis (Ed.D.)--Columbia University Teachers College, 1995.
520 $a This contextualized study brings Taiwan's social and educational realities into a critical dialogue with the selected western sociologists and educators. "Resistance" serves as a nexus and a central motif.
520 $a The selected educational sociological theories basically cover the four categories of functionalism, institutionalism, Marxism, and post-modernism with the readings from Bourdieu, Bernstein, Meyer, Ramirez, Boli, Tyack, Collins, Bowles, Gintis, Apple, Willis, and Giroux.
520 $a Chapters one and two are presented as a socio-historical criticism from the angle of resistance movements which include the nature of immigration, the characteristics of Taiwan's social and cultural handicaps and liabilities, the political and structural impediments, the history of the churches' resistance. Some of the basic misconceptions of western scholars about Taiwan's social and cultural characteristics are also presented as a critique.
520 $a Chapter three is the main part of the writing for "dialogue." The basic hypotheses of the theorists are presented and then are followed by some of the particular social and cultural contexts of Taiwan for parallelization, interpretation, verification, or even disputes with the hypotheses in question. With the functionalists, Taiwan's handicaps and liabilities in terms of "cultural capital," and Taiwan's linguistic education in terms of "code theory" are addressed. With the institutionalists, Taiwan's aberrant examination systems are under critique. With the Marxists, Taiwan's textbooks are the main subject of criticism. With the post-modernists, Taiwan's general cultural and educational phenomena of resistance are reviewed and discussed.
520 $a Chapter four is a concluding philosophical and religious discourse. Fetishism and defetishization are treated as the final critique and the beginning point of action and reformation, continuing in the spirit of resistance. A lengthy Appendix 6 is attached to further expound upon the writer's own contemplations on resistance hypotheses in religious education.
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791 $a Ed.D.
792 $a 1995
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9612107