This paper examines how post-1987 education reforms in Taiwan catalyzed the construction of a distinct Taiwanese national identity. While previous scholarship has primarily analyzed textbook liberalization as a reflection of Taiwan’s shifting political context, this study argues that education reform served as an active, subversive force in nation-building. By tracing curriculum changes across three phases—KMT authoritarianism (1949–1987), democratization and civic engagement (1987–1996), and Taiwanization under Lee Teng-hui and Chen Shui-bian (1996–2008)—the paper highlights how educational discourse moved from Sino-centric narratives to localized and ethnically inclusive representations.
Shelby Glenn (Tue,) studied this question.