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Living in "Chicken Cage": A narrativ...

Chang, Hsin-Fen.

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Living in "Chicken Cage": A narrative inquiry into cross-generational Taiwanese experiences in learning and teaching from the 1930s to the present.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Living in "Chicken Cage": A narrative inquiry into cross-generational Taiwanese experiences in learning and teaching from the 1930s to the present./
作者:	Chang, Hsin-Fen.
面頁冊數:	349 p.
附註:	Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2254.
Contained By:	Dissertation Abstracts International68-06A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR27921
ISBN:	9780494279212

Living in "Chicken Cage": A narrative inquiry into cross-generational Taiwanese experiences in learning and teaching from the 1930s to the present.
Chang, Hsin-Fen.

Living in "Chicken Cage": A narrative inquiry into cross-generational Taiwanese experiences in learning and teaching from the 1930s to the present. - 349 p.

Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2254.

Thesis (Ph.D.)--University of Toronto (Canada), 2007.

My thesis research is a consequence of my inquiry into my and my father's lived stories of learning and teaching, in which I use "Chicken Cage"---the nickname of our hometown in northern Taiwan---as a metaphor for our lived experiences. It suggested a conflict between our educational situations and Dewey's (1916/1997) emphasis on "the conditions which insure growth" and his idea of "continuous reconstruction of experience" (p. 51).

ISBN: 9780494279212Subjects--Topical Terms:

626645
Education, Administration.

Living in "Chicken Cage": A narrative inquiry into cross-generational Taiwanese experiences in learning and teaching from the 1930s to the present.
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520 $a My thesis research is a consequence of my inquiry into my and my father's lived stories of learning and teaching, in which I use "Chicken Cage"---the nickname of our hometown in northern Taiwan---as a metaphor for our lived experiences. It suggested a conflict between our educational situations and Dewey's (1916/1997) emphasis on "the conditions which insure growth" and his idea of "continuous reconstruction of experience" (p. 51).
520 $a "Do other Taiwanese people have similar 'cage' experiences like those of my father and me?" I wondered. My thesis research: a narrative inquiry into cross-generational Taiwanese experiences in learning and teaching ties together the stories of my father, my elementary school teacher, four former classmates and colleagues, and two young schoolteachers, and asks whether my personal experience research is not only of interest to me, but also potentially of use to the lives of others. This question urged me to shift my personal narrative outward to the larger social contexts with the lived stories of many others.
520 $a As I inquired into my and my participants' lived experiences, I realized that as learners or teachers, my participants and I were given no room to develop freely according to our individual needs and diversified capacities. What was commonly lacking was a dialogical interchange in which the authority (e.g., preconception, tradition) is constantly challenged. It showed that a "hegemonic nature" was inherent in our school system, and caused the "cages" to confine my participants and me. Later, through a comparative study, I found that the hegemonic relations were penetrating in every educational system that followed the standard model of schooling.
520 $a Through this narrative inquiry, I have come to see that the only way out of the constraints of "cages"---like hegemonic relations---is through conversation. My vision is that "narrative conversation" be carried on in schools and in many other lived spaces in Taiwanese society. These conversations will serve to form and reform new concepts of educational situations, and enhance growth and change, not only in personal and professional lives, but also in the objective conditions under which experiences are lived.
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