An Analysis of Cultural-historically Situated Framework of National Language Competency-based Curriculum in Ethnic Taiwan

• In Event: AERA Roundtable Session Thursday 9:45 am
  In Roundtable Session: Cultural Issues in International Curricular Framing and Materials

Abstract

Institutionalization of “core competencies” is a global concern about human capacity to plan for futures. We examine institutionalization of cultural-historically situated theories and practices of Mandarin Competency-based Curriculum in ethnic Taiwan. We explore process of translating literacy theoretical postulations and reasons into teaching and learning capacities that become reified through curriculum guidelines and objectives to govern teachers’ differentiated instruction toward “Indigenous Students” and student problematized learning behaviors. We also discuss discursive rules embedded in the curriculum that form categorization of “Indigenous Students” to govern learners through fostering proper “mindset.” As a result of a shifting in the curricular focus on teaching and learning process of becoming “lifelong learner,” teachers and students are moralized as the productive subject with specific identities.

Authors

• Kai-Jung Hsiao, University of Wisconsin - Madison

• Chuan-Rong Yeh, National Taichung University of Education