Teach or Not Teach: Increased Authority and Autonomy of Social Studies Teachers in Taiwan

• In Event: Moscone Center North Roundtable Session 13
  In Roundtable Session: Comparative Education

Abstract

This study is aimed at exploring how teachers make curricular-instructional decisions regarding teaching contemporary controversial public issues in Taiwan (e.g., national identity, sovereignty, and ethnic issues). Using a case study design, this study documents how six social studies teachers make curricular decisions about whether to teach controversial public issues or not, and how teachers develop the curriculum and pedagogy for teaching controversial public issues. Findings illuminate that teachers’ personal practical knowledge— i.e. their family background and teacher preparation—act as important factors that influence their curricular decision making. In addition, teachers’ curricular-instructional decisions on whether to teach controversial public issues or not reflects an increased autonomy and authority in Taiwan.

Author

• Yu-Han Hung, University of Houston - Downtown