Cheng-Yu Hung

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.

The Use of Weblogs in Citizenship Education: A Theoretical Analysis of the Integration of Weblogs and the English Citizenship Curriculum

Abstract: New technologies have changed the way people perceive the world as well as access to knowledge. The ubiquitous influence of the Internet has also impacted traditional teaching in schools. According to existing studies, the weblog, or blog, is one of the most commonly applied new technologies in teaching due to its ability to allow a combination of text, photographs, videos and discussion forums on an interactive platform. Its influence is particularly keenly felt in language teaching, distance learning and natural science education. However, its use in the humanities, including history, geography and citizenship education, is relatively unexplored. The author discerns a strong connection between weblogs and citizenship education, and argues that they share the mutual objectives of transmitting knowledge, enhancing deliberative interaction, and cultivating participation and contribution, as well as generating a sense of community. While citizenship education is widely included in school timetables across c...

Teachers' Perceptions of National Identity in the English and Taiwanese Citizenship Curricula: Civic or Ethnic Nationalism?:

Abstract: This article examines and compares the hotly debated issue of national identity in the Taiwanese and English citizenship curricula and investigates the extent to which schoolteachers' perceptions fall in line with the written curriculum. The author describes the background to the evolution of national identity in each country. Following this preliminary understanding, the theory of civic-ethnic nationalism is used as the criterion to examine the nature of nationalism underlying the curriculum. The Taiwanese citizenship curriculum with its 60-year long history has transformed from being a tool for the promotion of an ‘imagined’ Chinese national identity to a more Taiwan-oriented programme. With fewer disagreements, ‘Britishness’, as a consensual identity constructed from a civic construct, creates an inclusive umbrella to accommodate citizens with different ethnic, cultural, and religious identities. However, English citizenship education teachers question whether it has a robust-enough and deep-enough mag...

The battle hymn of the activist teacher: Taiwanese school teachers’ resistance to curriculum changes

Abstract: This article challenges the simplistic and reductive image of Taiwanese schoolteachers, and reveals their actions of resistance during the turmoil of the recent curriculum reform controvers...

Nations and Nationalism

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