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Cheng-Yu Hung

Other affiliations: University of Cambridge
Bio: Cheng-Yu Hung is an academic researcher from National Taiwan University. The author has contributed to research in topics: Curriculum & Citizenship. The author has an hindex of 6, co-authored 11 publications receiving 84 citations. Previous affiliations of Cheng-Yu Hung include University of Cambridge.

Papers
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Journal ArticleDOI
TL;DR: The new citizenship curriculum, introduced in 2010, is no longer structured around Confucian moral guidance, but has instead embraced pluralism as mentioned in this paper, which hinders the formation of civil society due to its overly strong emphasis on familial kinship and "sovereign-subject" paternalism.
Abstract: Confucianism, long regarded as the key philosophy on personal character-building and interpersonal relations in Chinese society, used to be pivotal to citizenship education in Taiwan, but that has changed in the last 20 years. In the wake of democratization in the late 1980s, growing liberalism and pluralism in Taiwanese society prompted the authorities to widen the scope of the school curriculum to include a diversity of cultures and thus the influence of this ancient Chinese philosophy began to fade away. The new citizenship curriculum, introduced in 2010, is no longer structured around Confucian moral guidance, but has instead embraced pluralism. Confucianism, from the perspective of those Taiwanese citizenship curriculum designers who were interviewed, hinders the formation of civil society due to its overly strong emphasis on familial kinship and “sovereign-subject” paternalism. Engulfed by Confucian moral principles, the critical and reflective competence of the individual often fails to develop. Th...

19 citations

Journal ArticleDOI
TL;DR: The authors compared the development of Taiwanese and English Citizenship Education (CE) curricula and teachers' perceptions about the liberal and communitarian constructs underpinning the curriculum in both countries, and found that the English curriculum leans towards a communitarian type of active citizenship, but teachers in England mention a gap between the theory and practic...
Abstract: This article compares the development of citizenship education (CE) in Taiwan and England, as well as teachers' perceptions about the liberal and communitarian constructs underpinning the curriculum in both countries. Due to distinct social and political environments, the Taiwanese and English CE curricula demonstrate an interesting contrast. Until 1987, the Taiwanese curriculum grew under an authoritarian regime which had implemented the citizenship curriculum in 1945; in England, however, CE was not added to the school timetable until 2002, after a long debate about the controversial and potential influence of the subject. This article first offers an overview of the development of CE in Taiwan and England. Following this preliminary understanding, interview accounts with 20 CE teachers are included to share insights based on actual practical experience. The English curriculum leans towards a communitarian type of ‘active citizenship’, but teachers in England mention a gap between the theory and practic...

15 citations

Journal ArticleDOI
TL;DR: In early 2014, a group of senior high school teachers initiated a series of campaigns to fight against the imposition of a revised history and citizenship education curriculum, an unpr... as discussed by the authors.
Abstract: In early 2014, a group of senior high school teachers initiated a series of campaigns to fight against the government's imposition of a revised history and citizenship education curriculum, an unpr...

11 citations

Journal ArticleDOI
TL;DR: This article investigated 18 reformers, members of the latest citizenship curriculum of 2010, to investigate their individual views on identities and the monolithically-promoted Chinese configuration in the old curriculum, finding that the Curriculum Committee implicitly embedded a transformed inclusive and hyphenated Taiwanese national identity in the new curriculum in the hope of accentuating Taiwan's exclusive status.
Abstract: The national curriculum reformers, regarded as members of the social elites and intellectuals, projected their vision of identity onto the curriculum which they constructed and influenced the next generation’s national consciousness. In the tangled relationship between politics and education, the selection of the reformers in a sense dictates the direction of the new curriculum. This article interviewed 18 reformers, members of the latest citizenship curriculum of 2010, to investigate their individual views on identities and the monolithically-promoted Chinese configuration in the old curriculum. Although the new citizenship curriculum, renamed Curriculum Guidelines for Civics and Society, puts nothing in writing in favour of either a Chinese or Taiwanese national identity, according to the discovery in this research, the Curriculum Committee implicitly embedded a transformed inclusive and hyphenated Taiwanese national identity in the new curriculum in the hope of accentuating Taiwan’s exclusive s...

11 citations

Journal ArticleDOI
TL;DR: In this paper, the authors investigate how the discourse on national identity is approached in the new Taiwanese citizenship curriculum, which follows a strategy of "intentional ambiguity" where neither identity is mentioned.
Abstract: This article aims to investigate how the discourse on national identity is approached in the new Taiwanese citizenship curriculum. The differing opinions on Taiwan’s relationship with China and the constant threat from this rising superpower have deterred the explicit promotion of either a Taiwanese or Chinese identity. The new curriculum follows a strategy of ‘intentional ambiguity’, where neither identity is mentioned. In this ‘polysemous’ form, the curriculum has been criticized for staying silent on the question of cultivating a national identity. However, the curriculum developers interviewed for this paper suggested that parents and pupils who examine the new curriculum can find support for whichever national identity they favor since it is designed in such an inclusive manner. They can then simultaneously reflect on the multiple, divergent or competing meanings behind the ‘polysemous texts’ and this ‘hermeneutic’ process of reasoning can then facilitate the choice of national identity with maximum ...

8 citations


Cited by
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Journal ArticleDOI
TL;DR: In this paper, Imagined communities: Reflections on the origin and spread of nationalism are discussed. And the history of European ideas: Vol. 21, No. 5, pp. 721-722.

13,842 citations

Book
01 Jan 1983
TL;DR: In this paper, the authors present a typology of nationalisms in industrial and agro-literature societies, and a discussion of the difficulties of true nationalism in industrial societies.
Abstract: Series Editor's Preface. Introduction by John Breuilly. Acknowledgements. 1. Definitions. State and nation. The nation. 2. Culture in Agrarian Society. Power and culture in the agro-literature society. The varieties of agrarian rulers. 3. Industrial Society. The society of perpetual growth. Social genetics. The age of universal high culture. 4. The Transition to an Age of Nationalism. A note on the weakness of nationalism. Wild and garden culture. 5. What is a Nation. The course of true nationalism never did run smooth. 6. Social Entropy and Equality in Industrial Society. Obstacles to entropy. Fissures and barriers. A diversity of focus. 7. A Typology of Nationalisms. The varieties of nationalist experience. Diaspora nationalism. 8. The Future of Nationalism. Industrial culture - one or many?. 9. Nationalism and Ideology. Who is for Nuremberg?. One nation, one state. 10. Conclusion. What is not being said. Summary. Select bibliography. Bilbliography of Ernest Gellner's writing: Ian Jarvie. Index

2,912 citations

Journal Article

1,449 citations