National identity and cultural diversity in music textbooks in Taiwan
タイワン ノ オンガク キョウカショ ニ ミラレル ナショナル アイデンティティー ト ブンカテキ タヨウセイ
60 , 2018-01-31 , 山口大学教育学部
According to Hebert and Kertz-Welzel, patriotism and nationalism have played an important role in the development of music education particularly during the late nineteenth and early twentieth centuries, when emerging nations needed to establish their national identities (Hebert & Kertz-Welzel, 2012: 1). This could be applied to Asian countries like Japan and Thailand, which retained their independence throughout their modern state-formation process, but the situation would be different for a colonized society. What role school music education played in terms of national identity formation in such societies is the central concern of this paper. As an example of such a society, this paper focuses on Taiwan after the end of Japanese rule. In order to investigate the relationship between the formation of national identity and school music education, the music curricula and textbooks published at different time periods are analyzed in terms of which national identity is promoted and which cultural diversity is recognized.