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The Three-Legged Pot : = Educational Sovereignty in Taiwan's Indigenous Experimental Education Policy Through the Lens of Communicative Action.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Three-Legged Pot :/
其他題名:	Educational Sovereignty in Taiwan's Indigenous Experimental Education Policy Through the Lens of Communicative Action.
作者:	Layman, Eric W.
面頁冊數:	1 online resource (358 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-02, Section: A.
Contained By:	Dissertations Abstracts International84-02A.
標題:	Education policy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29261550click for full text (PQDT)
ISBN:	9798841729983

The Three-Legged Pot : = Educational Sovereignty in Taiwan's Indigenous Experimental Education Policy Through the Lens of Communicative Action.
Layman, Eric W.

The Three-Legged Pot :Educational Sovereignty in Taiwan's Indigenous Experimental Education Policy Through the Lens of Communicative Action. - 1 online resource (358 pages)

Source: Dissertations Abstracts International, Volume: 84-02, Section: A.

Thesis (Ph.D.)--Indiana University, 2022.

Includes bibliographical references

This dissertation investigates the educational policy of Indigenous Experimental schools in Taiwan. These schools are comparable to Indigenous charter schools in the U.S. context in that they are publicly funded but intended to allow for a greater level of local Indigenous autonomy over curricula and instruction. This dissertation examines how this increased autonomy was being implemented and understood by focusing on participants' articulations of autonomy and how their understandings of the policy influenced their decision of whether to participate in the policy. This study contributes specifically to knowledge of Indigenous education policy reform in Taiwan, as well as to comparative analysis of notions of Indigenous educational sovereignty. The dissertation also provides a methodological contribution by advancing Habermas' theoretical framework of Communicative Action as essential in critical analysis of Indigenous education policy reform. During nearly a year of fieldwork from 2019 to 2020, I employed observational and interview research methods in a critical study of an education policy that claims to provide Taiwan's Indigenous schools with more autonomy over their curricular production and instruction. I interviewed a range of stakeholders, including those involved with shaping this policy, such as officials and professors, as well as those who were implementing the policy, such as teachers and administrators. Teachers and administrators included those at Indigenous Experimental schools and at Indigenous Key schools, which are the mainstream counterparts of Indigenous Experimental schools and therefore eligible to become Indigenous Experimental schools. I also observed classes, training workshops, and other events related to promotion of this policy. I conducted a thematic analysis of interviews and observations related to the policy's implementation. The dissertation ultimately argues that a multiplicity of supports is needed for Indigenous education reform beyond a perfunctory, bilateral transaction between government funding and Indigenous curricular production. I contend that Indigenous educational autonomy (granted by the government) and Indigenous educational sovereignty (existing a priori of government approval) should be considered as distinct notions, and that Indigenous education reform should be more concerned with building sovereignty. I employ a Taiwan Austronesian Indigenous metaphor of a "three-legged pot" to illustrate the concept of Indigenous educational sovereignty with multiple supports.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798841729983Subjects--Topical Terms:

2191387
Education policy.
Subjects--Index Terms:

Austronesian Indigenous educationIndex Terms--Genre/Form:

542853
Electronic books.

The Three-Legged Pot : = Educational Sovereignty in Taiwan's Indigenous Experimental Education Policy Through the Lens of Communicative Action.
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