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The Knowledge Inequity in Hidden Curriculum of Taiwanese Higher Education Under the Trend of Globalizaton: The Comparison Between Private General University and Technology University
Hsueh Ya-Ci, Selena
Assistant Professor, Institute of Curriculum and Instruction, Tamkang University
Hsueh Chen-hua
English Lecturer in Chaoyang University of Technology
The knowledge condition in higher education under the trend of globalization has been moving toward post modern universities, which is consistent with the argument of Lyotard (1984) – the rise of performativity. Under the dominance of performativity, the curriculum with practice, efficiency, performance or productivity has undoubtedly become the important strategy for universities. Moreover, the vocationalization of curriculum in higher education and the hidden curriculum of performativity are also been formed, especially in private universities.
It is worth studying whether there remains knowledge classification in terms of management and skills among students between the hidden curriculum of performativity in private general universities and those in private technology universities. The inequity as well the corresponding consequence in the workplace is the main issue of this research.
This paper aims to explore the relevant arguments about vocationalization and hidden curriculum of the higher education under in the trend of globalization. Samples for case study include two private universities, one general university and one technology university, from which the knowledge classification and the inequity in the hidden curriculum of performativity will be explored.
This a qualitative research and the method includes text analysis and interviews. It is expected that the vocationalization of curriculum and the inequality in the hidden curriculum of performativity can be unveiled for the reflection of the undergraduate curriculum related policies in higher education.
Key words：the vocationalization of curriculum in higher education, globalization , performativity, hidden curriculum, sociology of knowledge