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Curriculum Inquiry Volume 48, 2018 - Issue 2: The Politics of Curriculum Reforms in Asia
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Original Articles

Educators as transformative intellectuals: Taiwanese teacher activism during the national curriculum controversy

Cheng-Yu HungNational Taiwan University, Taipei, TaiwanCorrespondence[email protected] [email protected]
ORCID Iconhttp://orcid.org/0000-0002-1835-0944View further author information
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Pages 167-183 | Published online: 06 Apr 2018

Citations (8)

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Read on this site (7)

S. Ha DiMuzio*. (2023) Safe space vs. free speech: Unpacking a higher education curriculum controversy. Journal of Curriculum and Pedagogy 20:4, pages 368-392.
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Xi Wang & Ting Wang. (2023) Chinese school teachers’ imaginaries of being intellectuals. Comparative Education 59:4, pages 524-543.
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Ncamsile Daphne Motsa. (2023) Understanding the 2021 eSwatini school protests: theoretical reflections of an educator. Journal of Contemporary African Studies 41:2, pages 229-239.
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Wai-Chung Ho. (2022) Teachers’ perspectives on cultural and national values in school music education between multiculturalism and nationalism in Taiwan. Asia Pacific Journal of Education 42:4, pages 627-640.
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Cheng-Yu Hung. (2022) The revival of the process model in curriculum design: changes and challenges in the new taiwanese citizenship curriculum. Journal of Curriculum Studies 54:3, pages 406-422.
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Amber Warren & Natalia Ward. (2021) ‘How do you get the courage to stand up?’ Teachers’ constructions of activism in response to education policy reform. Discourse: Studies in the Cultural Politics of Education 42:4, pages 544-558.
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Pei-Fen Sung. (2020) Historical consciousness matters: national identity, historical thinking and the struggle for a democratic education in Taiwan. Journal of Curriculum Studies 52:5, pages 685-701.
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Articles from other publishers (1)

Wai-Chung Ho & Wing-Wah Law. (2020) Music education and cultural and national values. International Journal of Comparative Education and Development 22:3, pages 219-232.
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