TRANSCULTURAL KNOWLEDGE REFORM: IMMIGRANTS-BASED CURRICULUM BETWEEN GLOBALIZATION AND LOCALIZATION

Back to Page Authors: Ya-Hsuan Wang

---

Keywords: cross-border identity, curriculum reform, transcultural knowledge, transnationalism

---

Abstract: This project of intercultural education is focused on knowledge reform for pluricultural people and transnational communities. Based on transnationalism and transculturalism, this study concerning the human right issues for immigrants and pluricultural people will explore the negotiation of cross-border identity under ambivalent attitudes within globalization era and localization contexts. This paper based on the third year project is to explore the knowledge reform of transcultural curriculum within globalization era and localization contexts. Research participants include 16 key informants of immigrants, 10 scholars, and 6 educational practitioners. They will be asked about what knowledge immigrants need to succeed in terms of transnational behaviors, transnational thinking, collective memories, transnational community and identity politics. Based on these experiences, this project aims to explore the possibility, depth and width of developing transcultural knowledge in textbook reform on History in K-12 schools. It is to transform cross-border identity into knowledge embedded with local culture in response to globalization and localization. This paper is based on the cross-border identity politics as well as the cross-cultural practice of transnational community for Taiwan’s immigrants within the external and internal contexts in order to understand their expectations for cross-border identity curriculum; to understand their expectations for transnational community curriculum; and to construct a glocalized transcultural knowledge within Taiwan context.

---