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|Title:||Imagination and Formation: Discourse Analysis of Multicultural Education Developments in Taiwan|
discourse;discursive formation;multicultural education;gender and education
|Issue Date:||2018-08-03 17:24:13 (UTC+8)|
The developments of multiculturalism in Taiwan have been highly related to the transitions of politics, economy and society. When the idea of ‘de-authority’ develops into a representative of modernized progressive democracy, ‘plural’ or ‘multicultural’ becomes a kind of popular vocabulary very quickly. Despite the difference, the vague or association between ‘plural’ and ‘multicultural’ in Chinese seems to build up the bridge of discursive formulations of ‘multiculturalism’ in Taiwan. The complexities of discursive formulation in Taiwan originate from the interplay of politics, as well as the social and the economic contexts. This research thus attempts to investigate the developments of multicultural education, the working and formation of competing discourses through discourse analysis. The research finds that influenced by American academia as well as the local imagination of modernization and democratization in correspondence with equal opportunity in education, the terminology of ‘multicultural education’ appeared in the 1990s. However, ‘multicultural education’ in Taiwan develops from the framework of race/ethnicity, and then centres on the ‘disadvantaged students,’ with its implications ranging from the issues of aborigines, ethnicity, and gender to the people with disabilities. For the past decade with the local contextualizations of multicultural education,’ the implication seems to extend from the aborigines to the new immigrants, from sex/gender to LGBTQ education, from local languages to Southeast Asian languages of the new immigrants. The imagination of modernization, internalization, democratization, and globalization play a significant part in moving multicultural education in Taiwan. In a society in transition, the changing demographics well as the developments of gender education offer the basis of extension of multicultural education in Taiwan locally.
|Relation:||臺灣教育社會學研究, Vol.17, No.2, 001-044|
|Appears in Collections:||[Department of Education] Periodical Articles|
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