Abstract
The paper examines the process and features of localization (also referred to as indigenisation or Taiwanisation) in Taiwan that determines reforms of its music education today. In particular it explains the complicated interplay between socio-politicisation, localisation and the pursuit of 'national' identity2 in both musical culture and music education in Taiwan between the 1990s and 2001. The role of the school music curriculum is now reversed from suppressing to promoting ethnic cultures and identities as markers of a new collective identity. Recent development in Taiwan music education has raised awareness of the unique bearings of Taiwan's cultural characteristics. Despite a degree of congruence with the education of local cultures, Confucian moral values (as reflected in song lyrics) are highly valued as a central goal of school music education. But how the educational authorities should proceed the pursuit for 'loving' Taiwan as the ultimate homeland in the 21st century remains a challenge to school music education.
| Original language | English |
|---|---|
| Pages (from-to) | 83-96 |
| Number of pages | 14 |
| Journal | Journal of the Indian Musicological Society |
| Volume | 34 |
| Publication status | Published - Jan 2003 |