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ERIC Number: EJ976884
Record Type: Journal
Publication Date: 2013-Jan
Pages: 10
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0738-0593
Cultural Analyses in a Taiwanese Kindergarten: A Postcolonial Reflection and Study
Huang, Teng
International Journal of Educational Development, v33 n1 p15-24 Jan 2013
The concept of homogenization is highlighted in the current discourse of postcolonialism in the educational arena. However, this concept strengthens the dimension of cultural convergence, but not the dimension of cultural divergence. Furthermore, an overly dualistic view is also aligned with the concept of homogenization and then leads to the neglect of the phenomenon of cultural hybridity and the studies of cultural differences. Through a qualitative study in a Taiwanese kindergarten, this study investigates whether any cultural hybridity appears in classroom practices, and what happens in the process. The results indicate that the concept of cultural hybridity is more suitable to explain the complex phenomena in schools, and both the ontologically and epistemologically cultural aspects are interwoven in the process of hybridity. According to the results, I propose a three-stage framework to interpret the development of hybridity: the extent of the matched context, the extent of cultural conflict, and the awareness of cultural difference. (Contains 2 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan