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Field Change and Collective Action: Why High School Civics Teachers Protested against the 103 Curriculum Alternation
High School Civics and Society,103 Curriculum Alternation,Civics and Society Resource Center,Institutional Logics,Organizational Field,Collective Action,
|Publication Year :||2019|
School teachers in Taiwan have long been perceived as conservative, authoritative, and politically apathetic. However, in 2014, organized civic teachers launched a protest against the 103 curriculum alternation drafted by the KMT government. They argued that the process was unjust, the contents ideological, and the educational goal ambiguous. Following their action, the public started to quarrel over such controversy, with students planning continuing dissidence. Teachers’ actions and curriculum planning have been thoroughly studied in Critical Pedagogy and Curriculum Reform respectively; yet, the literatures paid less attention to the relationship between teachers’ professional identities and their social actions.
Applying the institutional logics perspective in organizational sociology, this thesis constructs an analytical concept – “Civic Education Field,” where various agents, institutional and organizational designs, and different institutional logics intersected. Interviewing civics teachers participating either in the official curriculum planning, in the activities held by the Resource Center, or in the collective action against the 103 alternation, I analyzed the change and stability of Civic Education Field and answered the following question: why did civics teachers protest against the curriculum alternation? What resources did they hold? What can we learn about the field change process of high school Civics and Society from teachers’ actions?
This thesis argues that civics education has changed from a subject emphasizing disciplinary knowledge with corresponding institutional designs controlled by officials and scholars in the 95 curriculum, to a subject focusing on cultivating teacher’s capacity of developing their own curricula and on teaching students the values of social actions in the 99 version. Civics teachers, by participating activities held by the Resource Center, have both built solid networks and developed shared pedagogical practices. They hence obtained the material and symbolic resources for the later mobilization, an unintended consequence to the official. Unaware of such development, the 103 alternation Committee made a “reverse choice” which violated the established logics in the field; such decision resulted in civics teachers’ collective actions. Following the case of civics teachers, this thesis argues that it provides niches for researchers to apply “change and stability of organization fields” in analyzing curriculum reform, teachers’ professionalism, and collective actions. I concluded by incorporating agents-based and historical analysis into the institutional logics perspective.
|Appears in Collections:||社會學系|
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