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Constructing Curriculum History and ...

Lin, YuChen.

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Constructing Curriculum History and the Child in Taiwan: A History of the Present.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Constructing Curriculum History and the Child in Taiwan: A History of the Present./
Author:	Lin, YuChen.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	222 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-05, Section: A.
Contained By:	Dissertations Abstracts International80-05A.
Subject:	Asian Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10980798
ISBN:	9780438685994

Constructing Curriculum History and the Child in Taiwan: A History of the Present.
Lin, YuChen.

Constructing Curriculum History and the Child in Taiwan: A History of the Present. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 222 p.

Source: Dissertations Abstracts International, Volume: 80-05, Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2018.

This item must not be sold to any third party vendors.

This study attempts to analyze the underlying thoughts within curriculum discourses in Taiwan and the ways in which they display themselves in Taiwanese educational policy from the 1940s to the early twenty-first century. The thoughts and writings of Confucius, Hu Shih, Yeh Shitao, and Lee Yuan-zhe are selected in order to map the discursive shifts that inscribe the child and the ways they are subject to Foucauldian theories of power. I explore the role of the superior man and their relations with society in the formation of conceptual boundaries around the Jen-Li-Tao nexus. Then, the study shows a different conception of Confucian power that was taken up in postwar Taiwan regarding the imaginings concerning the child. The Confucian child constituted the regime of truth that marginalized Hu Shih's concepts of "Mr. Science" and "Mr. Democracy" in postwar Taiwan. While the submerged ideas of science and democracy not only brought Yeh Shitao's Taiwanese discourses into the context of shifting diplomatic relations that took place in 1970s Taiwan, but also helped Lee Yaun-zhe and the educational reform discourses of the 1990s to be articulated in Taiwan. I suggest that the presence of localization or educational reform discourses do not mean the demise of Chinese-ness, but rather involve the process of conversation and tension with each other. The child is familiar yet at once loses its recognizability since there are a variety of trajectories in operation that challenge and critique some basic premises on which the ontology of child have been predicated.

ISBN: 9780438685994Subjects--Topical Terms:

1669375
Asian Studies.

Constructing Curriculum History and the Child in Taiwan: A History of the Present.
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300 $a 222 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-05, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Baker, Bernadette.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2018.
506 $a This item must not be sold to any third party vendors.
520 $a This study attempts to analyze the underlying thoughts within curriculum discourses in Taiwan and the ways in which they display themselves in Taiwanese educational policy from the 1940s to the early twenty-first century. The thoughts and writings of Confucius, Hu Shih, Yeh Shitao, and Lee Yuan-zhe are selected in order to map the discursive shifts that inscribe the child and the ways they are subject to Foucauldian theories of power. I explore the role of the superior man and their relations with society in the formation of conceptual boundaries around the Jen-Li-Tao nexus. Then, the study shows a different conception of Confucian power that was taken up in postwar Taiwan regarding the imaginings concerning the child. The Confucian child constituted the regime of truth that marginalized Hu Shih's concepts of "Mr. Science" and "Mr. Democracy" in postwar Taiwan. While the submerged ideas of science and democracy not only brought Yeh Shitao's Taiwanese discourses into the context of shifting diplomatic relations that took place in 1970s Taiwan, but also helped Lee Yaun-zhe and the educational reform discourses of the 1990s to be articulated in Taiwan. I suggest that the presence of localization or educational reform discourses do not mean the demise of Chinese-ness, but rather involve the process of conversation and tension with each other. The child is familiar yet at once loses its recognizability since there are a variety of trajectories in operation that challenge and critique some basic premises on which the ontology of child have been predicated.
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