This study utilizes the term "teacher as stranger-teacher as public citizen" from Greene's Teache... more This study utilizes the term "teacher as stranger-teacher as public citizen" from Greene's Teacher as Stranger to explore how teachers develop students' civic engagement in Taiwan. Using a case study design, this study documents how six social studies teachers make curricular decisions about whether to develop/ advocate for students' civic engagement or not, and how teachers develop the curriculum and pedagogy for civic engagement. Findings illuminate that teachers' personal background and life experiences are influential factors in their teaching of civic engagement. In addition, the findings also indicate teachers who act as citizens involved in the public world develop students' civic engagement, critical awareness, and political talk.
This study is aimed at exploring how teacher preparation programs in Taiwan-both traditional and ... more This study is aimed at exploring how teacher preparation programs in Taiwan-both traditional and alternative-prepare teachers for teaching controversial public issues specific to Taiwan (e. g., national identity, sovereignty, and ethnic issues). Using a case study design, this study documents six social studies teachers' readiness and attitudes about whether to teach controversial public issues or not. Findings illuminate that 1) teachers' attitudes and readiness have been influenced by their teacher preparation programs (both traditional and alternative); 2) teachers from different teacher education programs contribute to their curricular-instructional decision making for teaching controversial public issues differently. Living in this uncertain time period within any national and social context is challenging, especially for many teachers, teacher educators, and students. Many topics have been labelled controversial public issues, and for this reason many educators struggle with how to discuss them. Controversial issues refer to sensitive questions related to contested histories, and often connected to oppression and conflict (Foster, 2014; Wasserman, 2011). However, controversial public issues are often centred around authentic questions about the kinds of public policies that should be adopted to address public problems (Hess, 2009, p.5). In essence, controversial public issues are contemporary, conflicting, open, and authentic matters; they differ from current events, private issues, and case issues in that they require space for deliberation and discussion (Hess, 2009). Therefore, deciding whether to discuss controversial public issues in the classroom, learning how to talk about them, deciding which topics should be centred, and discovering who should begin these conversations have not been answered or discussed in most teacher preparation institutions. In the U.S., controversial public issues teaching has been addressed and much research has illustrated that controversial public issues should have a place in the school curriculum not only because of the substantive importance of the issues, but also because controversial public issues teaching provides an introduction to the peaceful processes by which such issues can be fully aired and resolved (Hess, 2009; Soley, 1996). However, many teachers reflected that they did not feel prepared to address controversial public issues (
Normal 0 10 pt 0 2 false false false EN-US ZH-TW X-NONE This study explores how history teachers ... more Normal 0 10 pt 0 2 false false false EN-US ZH-TW X-NONE This study explores how history teachers in Taiwan make curricular decisions while engaging controversial public issues. The main political controversies discussed in Taiwanese society center on the relationship between Taiwan and the People’s Republic of China. This study documents how four social studies teachers formulate their curricular decisions through the intersecting lenses of professional knowledge and personal beliefs. Findings illuminate the role of personal experience and belief in teacher’s curricular-instructional gatekeeping in socially divisive contexts. In sum, this study helps as understand the relationship between a teacher’s own imaginative worldview, sense of personal and professional identity, and their classroom teaching practices.
This study utilized the term "teacher as stranger" from Maxine Greene's (1973) Teac... more This study utilized the term "teacher as stranger" from Maxine Greene's (1973) Teacher as Stranger to explore how teachers teach 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 teaching controversial public issues and create possibility for their students to imaginatively engage controversial public issues. Findings illuminate that teachers challenge the stereotype of Asian teachers as always following centralized curriculum; these teachers instead collaborate authentic curricular resources and decenter the exam-centric and curriculum-centric classroom space. In sum, this study, refracted through the national context of Taiwan, helps us understand the possibility of Taiwanese teachers’ curricular-instructional decisions and increased autonomy and authority.
Research on Global Citizenship Education in Asia, 2021
This study investigated Taiwanese secondary school teachers' personal practical knowledge of thei... more This study investigated Taiwanese secondary school teachers' personal practical knowledge of their gatekeeping practices as it relates to the teaching of controversial global issues. In this instrumental case study of six Taiwanese secondary history teachers in senior high schools in Taiwan, I explored how the teachers taught contemporary controversial global issues (e.g., sovereignty in terms of PRC vs. Taiwan, postcolonial, cultural and social identity issues like Japanese and Taiwanese identity, and Gender and LGBTQ issues in Taiwan). Semi-structured interviews, non-participant observation and an analysis of the formal and informal Taiwanese curriculum (such as the National Curriculum Guidelines and Social Studies lesson plans and textbooks) formed the basis for my inquiry. A central finding of this study illustrates how the teachers in the study challenged the stereotype of Asian teachers as always following a centralized curriculum; these teachers instead collaborated to generate authentic curricular resources, tried to decenter the exam-centric and curriculum-centric classroom space, and advocated for students’ civic engagement. This study also fills a gap in the theoretical and empirical literature with regard to social studies education in Taiwan and other Asian countries, and adds to a growing body of work exploring teachers’ teaching of controversial global issues in nationally centralized educational settings and also in exam-centric and curriculum-centric classroom spaces. Most importantly, this study helps us understand the possibility of Taiwanese teachers’ increased autonomy and authority over their own curricular-instructional decisions.
This study explores teachers' personal practical knowledge and curricular-instructional gatekeepi... more This study explores teachers' personal practical knowledge and curricular-instructional gatekeeping as they relate to the teaching of controversial issues in public elementary school settings, particularly the issue of immigration. The study took place in the urban setting of Houston and, using a case study design, documented how three elementary school teachers made curricular-instructional decisions by making use of their personal practical knowledge. Findings illuminate that personal practical knowledge plays a role in teacher's curricular-instructional gate keeping in socially divisive contexts. And, the findings indicate that these three elementary school teachers make curricular- instructional decisions to effectively address controversial public issues in their classrooms through curriculum choosing, assignments creating, and conflict dialogue building.
This study is aimed at exploring public school in-and pre-service teachers' conception , understa... more This study is aimed at exploring public school in-and pre-service teachers' conception , understanding and practice of citizenship in the United States. Using a case study design, this study documents how two public school in-and pre-service teachers as immigrants in the Midwest, the United States conceptualize and practise citizenship in their daily lives. The findings indicated social isolation and civic disengagement are the main factors impacting their development of citizenship. In addition, the findings illustrated immigrant in-and pre-service teachers take different actions for citizenship at their personal and professional level than non-immigrant in-and pre-service teachers.
This study is aimed at exploring how teachers make curricular-instructional
decisions regarding t... more 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. In sum, this study, refracted through the national context of Taiwan, provides insights into the possibilities that exist within Taiwanese teachers’ curricular-instructional decisions and increased autonomy and authority.
This study utilized the term "teacher as stranger" from Maxine Greene's (1973) Teacher as Strange... more This study utilized the term "teacher as stranger" from Maxine Greene's (1973) Teacher as Stranger to explore how teachers teach 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 teaching controversial public issues and create possibilities for their students to imaginatively engage with controversial public issues. Findings illuminate that these teachers challenge the stereotype of Asian teachers as always following a centralized curriculum; they instead collaborate authentic curricular resources and decenter the exam-centric and curriculum-centric classroom space. In sum, this study, refracted through the national context of Taiwan, helps us understand the possibility of Taiwanese teachers' curricular-instructional decisions and increased autonomy and authority.
Personal practical knowledge is the intersection of self, family, and society. Teachers attribute... more Personal practical knowledge is the intersection of self, family, and society. Teachers attribute their views about CPI to their personal life experiences. Teachers create the possibility of imaginative engagement with CPI. a b s t r a c t This study explores teachers' personal practical knowledge and curricular-instructional gatekeeping as they relate to the teaching of 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 teaching controversial public issues by making use of their personal practical knowledge. Findings illuminate that personal practical knowledge plays a role in teacher's curricular-instructional gate keeping in socially divisive contexts. In sum, this study, refracted through the national context of Taiwan, helps us understand the relationship between a teacher's own imaginative worldview, their sense of personal and professional identity, and their classroom teaching practices.
This study explores how history teachers in Taiwan make curricular decisions while engaging contr... more This study explores how history teachers in Taiwan make curricular decisions while engaging controversial public issues. The main political controversies discussed in Taiwanese society center on the relationship between Taiwan and the People's Republic of China. This study documents how four social studies teachers formulate their curricular decisions through the intersecting lenses of professional knowledge and personal beliefs. Findings illuminate the role of personal experience and belief in teacher's curricular-instructional gate keeping in socially divisive contexts. In sum, this study helps us understand the relationship between a teacher's own imaginative worldview, sense of personal and professional identity and their classroom teaching practices.
Young children's civic mindedness: Democratic living and learning in an unequal world, by Jennife... more Young children's civic mindedness: Democratic living and learning in an unequal world, by Jennifer Hauver, New York, NY, Routledge, 2019, 141 pp., $48.95 (paperback), ISBN 978-1-138-63215-8 Yu-Han Hung
This study utilizes the term "teacher as stranger-teacher as public citizen" from Greene's Teache... more This study utilizes the term "teacher as stranger-teacher as public citizen" from Greene's Teacher as Stranger to explore how teachers develop students' civic engagement in Taiwan. Using a case study design, this study documents how six social studies teachers make curricular decisions about whether to develop/ advocate for students' civic engagement or not, and how teachers develop the curriculum and pedagogy for civic engagement. Findings illuminate that teachers' personal background and life experiences are influential factors in their teaching of civic engagement. In addition, the findings also indicate teachers who act as citizens involved in the public world develop students' civic engagement, critical awareness, and political talk.
This study is aimed at exploring how teacher preparation programs in Taiwan-both traditional and ... more This study is aimed at exploring how teacher preparation programs in Taiwan-both traditional and alternative-prepare teachers for teaching controversial public issues specific to Taiwan (e. g., national identity, sovereignty, and ethnic issues). Using a case study design, this study documents six social studies teachers' readiness and attitudes about whether to teach controversial public issues or not. Findings illuminate that 1) teachers' attitudes and readiness have been influenced by their teacher preparation programs (both traditional and alternative); 2) teachers from different teacher education programs contribute to their curricular-instructional decision making for teaching controversial public issues differently. Living in this uncertain time period within any national and social context is challenging, especially for many teachers, teacher educators, and students. Many topics have been labelled controversial public issues, and for this reason many educators struggle with how to discuss them. Controversial issues refer to sensitive questions related to contested histories, and often connected to oppression and conflict (Foster, 2014; Wasserman, 2011). However, controversial public issues are often centred around authentic questions about the kinds of public policies that should be adopted to address public problems (Hess, 2009, p.5). In essence, controversial public issues are contemporary, conflicting, open, and authentic matters; they differ from current events, private issues, and case issues in that they require space for deliberation and discussion (Hess, 2009). Therefore, deciding whether to discuss controversial public issues in the classroom, learning how to talk about them, deciding which topics should be centred, and discovering who should begin these conversations have not been answered or discussed in most teacher preparation institutions. In the U.S., controversial public issues teaching has been addressed and much research has illustrated that controversial public issues should have a place in the school curriculum not only because of the substantive importance of the issues, but also because controversial public issues teaching provides an introduction to the peaceful processes by which such issues can be fully aired and resolved (Hess, 2009; Soley, 1996). However, many teachers reflected that they did not feel prepared to address controversial public issues (
Normal 0 10 pt 0 2 false false false EN-US ZH-TW X-NONE This study explores how history teachers ... more Normal 0 10 pt 0 2 false false false EN-US ZH-TW X-NONE This study explores how history teachers in Taiwan make curricular decisions while engaging controversial public issues. The main political controversies discussed in Taiwanese society center on the relationship between Taiwan and the People’s Republic of China. This study documents how four social studies teachers formulate their curricular decisions through the intersecting lenses of professional knowledge and personal beliefs. Findings illuminate the role of personal experience and belief in teacher’s curricular-instructional gatekeeping in socially divisive contexts. In sum, this study helps as understand the relationship between a teacher’s own imaginative worldview, sense of personal and professional identity, and their classroom teaching practices.
This study utilized the term "teacher as stranger" from Maxine Greene's (1973) Teac... more This study utilized the term "teacher as stranger" from Maxine Greene's (1973) Teacher as Stranger to explore how teachers teach 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 teaching controversial public issues and create possibility for their students to imaginatively engage controversial public issues. Findings illuminate that teachers challenge the stereotype of Asian teachers as always following centralized curriculum; these teachers instead collaborate authentic curricular resources and decenter the exam-centric and curriculum-centric classroom space. In sum, this study, refracted through the national context of Taiwan, helps us understand the possibility of Taiwanese teachers’ curricular-instructional decisions and increased autonomy and authority.
Research on Global Citizenship Education in Asia, 2021
This study investigated Taiwanese secondary school teachers' personal practical knowledge of thei... more This study investigated Taiwanese secondary school teachers' personal practical knowledge of their gatekeeping practices as it relates to the teaching of controversial global issues. In this instrumental case study of six Taiwanese secondary history teachers in senior high schools in Taiwan, I explored how the teachers taught contemporary controversial global issues (e.g., sovereignty in terms of PRC vs. Taiwan, postcolonial, cultural and social identity issues like Japanese and Taiwanese identity, and Gender and LGBTQ issues in Taiwan). Semi-structured interviews, non-participant observation and an analysis of the formal and informal Taiwanese curriculum (such as the National Curriculum Guidelines and Social Studies lesson plans and textbooks) formed the basis for my inquiry. A central finding of this study illustrates how the teachers in the study challenged the stereotype of Asian teachers as always following a centralized curriculum; these teachers instead collaborated to generate authentic curricular resources, tried to decenter the exam-centric and curriculum-centric classroom space, and advocated for students’ civic engagement. This study also fills a gap in the theoretical and empirical literature with regard to social studies education in Taiwan and other Asian countries, and adds to a growing body of work exploring teachers’ teaching of controversial global issues in nationally centralized educational settings and also in exam-centric and curriculum-centric classroom spaces. Most importantly, this study helps us understand the possibility of Taiwanese teachers’ increased autonomy and authority over their own curricular-instructional decisions.
This study explores teachers' personal practical knowledge and curricular-instructional gatekeepi... more This study explores teachers' personal practical knowledge and curricular-instructional gatekeeping as they relate to the teaching of controversial issues in public elementary school settings, particularly the issue of immigration. The study took place in the urban setting of Houston and, using a case study design, documented how three elementary school teachers made curricular-instructional decisions by making use of their personal practical knowledge. Findings illuminate that personal practical knowledge plays a role in teacher's curricular-instructional gate keeping in socially divisive contexts. And, the findings indicate that these three elementary school teachers make curricular- instructional decisions to effectively address controversial public issues in their classrooms through curriculum choosing, assignments creating, and conflict dialogue building.
This study is aimed at exploring public school in-and pre-service teachers' conception , understa... more This study is aimed at exploring public school in-and pre-service teachers' conception , understanding and practice of citizenship in the United States. Using a case study design, this study documents how two public school in-and pre-service teachers as immigrants in the Midwest, the United States conceptualize and practise citizenship in their daily lives. The findings indicated social isolation and civic disengagement are the main factors impacting their development of citizenship. In addition, the findings illustrated immigrant in-and pre-service teachers take different actions for citizenship at their personal and professional level than non-immigrant in-and pre-service teachers.
This study is aimed at exploring how teachers make curricular-instructional
decisions regarding t... more 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. In sum, this study, refracted through the national context of Taiwan, provides insights into the possibilities that exist within Taiwanese teachers’ curricular-instructional decisions and increased autonomy and authority.
This study utilized the term "teacher as stranger" from Maxine Greene's (1973) Teacher as Strange... more This study utilized the term "teacher as stranger" from Maxine Greene's (1973) Teacher as Stranger to explore how teachers teach 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 teaching controversial public issues and create possibilities for their students to imaginatively engage with controversial public issues. Findings illuminate that these teachers challenge the stereotype of Asian teachers as always following a centralized curriculum; they instead collaborate authentic curricular resources and decenter the exam-centric and curriculum-centric classroom space. In sum, this study, refracted through the national context of Taiwan, helps us understand the possibility of Taiwanese teachers' curricular-instructional decisions and increased autonomy and authority.
Personal practical knowledge is the intersection of self, family, and society. Teachers attribute... more Personal practical knowledge is the intersection of self, family, and society. Teachers attribute their views about CPI to their personal life experiences. Teachers create the possibility of imaginative engagement with CPI. a b s t r a c t This study explores teachers' personal practical knowledge and curricular-instructional gatekeeping as they relate to the teaching of 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 teaching controversial public issues by making use of their personal practical knowledge. Findings illuminate that personal practical knowledge plays a role in teacher's curricular-instructional gate keeping in socially divisive contexts. In sum, this study, refracted through the national context of Taiwan, helps us understand the relationship between a teacher's own imaginative worldview, their sense of personal and professional identity, and their classroom teaching practices.
This study explores how history teachers in Taiwan make curricular decisions while engaging contr... more This study explores how history teachers in Taiwan make curricular decisions while engaging controversial public issues. The main political controversies discussed in Taiwanese society center on the relationship between Taiwan and the People's Republic of China. This study documents how four social studies teachers formulate their curricular decisions through the intersecting lenses of professional knowledge and personal beliefs. Findings illuminate the role of personal experience and belief in teacher's curricular-instructional gate keeping in socially divisive contexts. In sum, this study helps us understand the relationship between a teacher's own imaginative worldview, sense of personal and professional identity and their classroom teaching practices.
Young children's civic mindedness: Democratic living and learning in an unequal world, by Jennife... more Young children's civic mindedness: Democratic living and learning in an unequal world, by Jennifer Hauver, New York, NY, Routledge, 2019, 141 pp., $48.95 (paperback), ISBN 978-1-138-63215-8 Yu-Han Hung
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practical knowledge plays a role in teacher's curricular-instructional gate keeping in socially divisive contexts. And, the findings indicate that these three elementary school teachers make curricular- instructional decisions to effectively address controversial public issues in their classrooms through curriculum choosing, assignments creating, and conflict dialogue building.
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. In sum, this study, refracted through the national
context of Taiwan, provides insights into the possibilities that exist within
Taiwanese teachers’ curricular-instructional decisions and increased autonomy
and authority.
practical knowledge plays a role in teacher's curricular-instructional gate keeping in socially divisive contexts. And, the findings indicate that these three elementary school teachers make curricular- instructional decisions to effectively address controversial public issues in their classrooms through curriculum choosing, assignments creating, and conflict dialogue building.
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. In sum, this study, refracted through the national
context of Taiwan, provides insights into the possibilities that exist within
Taiwanese teachers’ curricular-instructional decisions and increased autonomy
and authority.