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Banning Corporal Punishment in Taiwan: A Narrative Exploration of Teacher Change and Critical Examination of the Legal Ban

Abstract Employing narrative ways of inquiry, this study interrogated how a reform action--legal banning corporal punishment in schools, which was intentionally introduced into Taiwanese society by advocates as a social movement strategy at a time when the incidence rate of school corporal punishment was high--could contribute to ending educators' use of corporal punishment. From the narratives of the teachers who believed in corporal punishment, we see how the school system itself contributed to passing, mostly without educators' consciousness of doing so, from one generation to another, a punitive mind that deems punishment a necessity and humans to be incapable of self-regulation without extrinsic force. It is this punitive way of thinkin... (more)
Created Date 2013
Contributor Chung, Wen-Ting (Author) / Brem, Sarah K (Advisor) / Husman, Jenefer (Committee member) / Swadener, Beth B (Committee member) / Arizona State University (Publisher)
Subject Educational psychology / conceptual change / corporal punishment / education legislation / education reform / teacher knowledge / transformative learning
Type Doctoral Dissertation
Extent 258 pages
Language English
Reuse Permissions All Rights Reserved
Note Ph.D. Educational Psychology 2013
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS

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Description Dissertation/Thesis