TY - JOUR
T1 - Exposing colonial representations
T2 - analysis of portrayals of Indigenous culture in Taiwan’s language textbooks
AU - Ho, Yann Ru
N1 - Publisher Copyright:
© 2018 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2021
Y1 - 2021
N2 - Indigenous populations have historically been marginalized in the language curriculum in Taiwan. As education reform in the 1990s ensued, textbooks became democratized and aimed to include more local diverse cultures. However, the portrayal of Indigenous cultures in the new current language textbooks has not been adequately studied in past research and hence warrants examination. Informed by settler colonialism theory and critical discourse analysis (CDA), this study analyzed Taiwan’s secondary school language textbook narratives about Indigenous groups. Analysis results reveal that Indigenous elements are still underrepresented in the textbooks. The dominant textbook discourse also discriminates against Indigenous groups by removing Indigenous voices and misrepresenting Indigenous culture as primitive and backwards. This study is significant in incorporating settler colonial theory and language textbooks for analysis, which are less utilized in previous studies in Taiwan. A critical framework is offered for future curriculum analysis to ensure equity in representing marginalized Indigenous communities.
AB - Indigenous populations have historically been marginalized in the language curriculum in Taiwan. As education reform in the 1990s ensued, textbooks became democratized and aimed to include more local diverse cultures. However, the portrayal of Indigenous cultures in the new current language textbooks has not been adequately studied in past research and hence warrants examination. Informed by settler colonialism theory and critical discourse analysis (CDA), this study analyzed Taiwan’s secondary school language textbook narratives about Indigenous groups. Analysis results reveal that Indigenous elements are still underrepresented in the textbooks. The dominant textbook discourse also discriminates against Indigenous groups by removing Indigenous voices and misrepresenting Indigenous culture as primitive and backwards. This study is significant in incorporating settler colonial theory and language textbooks for analysis, which are less utilized in previous studies in Taiwan. A critical framework is offered for future curriculum analysis to ensure equity in representing marginalized Indigenous communities.
KW - Indigenous
KW - Taiwan language textbooks
KW - critical discourse analysis (CDA)
KW - settler colonialism
UR - http://www.scopus.com/inward/record.url?scp=85055737232&partnerID=8YFLogxK
U2 - 10.1080/13613324.2018.1538123
DO - 10.1080/13613324.2018.1538123
M3 - Article
AN - SCOPUS:85055737232
SN - 1361-3324
VL - 24
SP - 856
EP - 875
JO - Race Ethnicity and Education
JF - Race Ethnicity and Education
IS - 6
ER -