Investigating Organizational Collaboration in Curriculum Reform: An Actor-Network Theory Perspective on Boundary Objects

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Abstract

This study explores how a heterogeneous educational reform organization in Taiwan achieves collaboration among its diverse members. Focusing on the curriculum implementation structures of "senior high school curriculum promotion circles and subject centers," the research addresses how boundary objects facilitate communication, coordination, and sustained collaboration across distinct institutional and epistemic boundaries.

Author

• Chin-Ju Mao, National Taiwan Normal University