My Curriculum Vitae
Name: Chia-Ling Wang
WORK EXPERIENCE
I was a primary school teacher in Da-TongPrimary School in Ping-DongCounty for one year. I currently work at Hua-Shan Primary School in Kaohsiung City.
EDUCATION
◎ Bachelor degree: NationalTainanTeachers’ College.
Major: Social studies education.
◎ Master degree: Department of Education, NationalKaohsiungNormalUniversity.
◎ The First PhD: Department of Education, NationalKaohsiungNormalUniversity.
Major: Curriculum and Instruction.
◎ The Second PhD: The first two years of my study, I worked at the University of Sheffield in the UK. Because my supervisor changed his university of employment, I then transferred to Institute of Education, University of London. I am now waiting for viva.
Supervisor: Professor Paul Standish
◎ I was a visiting student at the Centre for Philosophy of Education, Catholic University Leuven, Belgium for three months in 2007.
Host: Professor Jan Masschelein
AWARDS
2003 Government expense scholarship awarded after examination by the Ministry of Education, Taiwan
2007 Received grant to attend international academic meeting held by the Ministry of Education, Taiwan
2007 Recipient of the Excellent Exchange Scheme Award at the University of Sheffield, UK, and received a scholarship to study at the Catholic University Leuven, Belgium for three months.
2007 Awarded funding from the Philosophy of Education Society of Great Britain to attend Philosophy of Education Summer School. Location: Roehampton University, UK.
2008 Received grant to attend international academic meeting held by the Ministry of Education, Taiwan
ACADEMIC INTERESTS
Philosophy of Education, Sociology of Education, Qualitative research and Curriculum theory
WRITINGS
◆Thesis
Wang Chia-Ling(2001). The processes and dilemma of school-based curriculum: A case study of an elementary school. Unpublished master dissertation, NationalKaohsiungNormalUniversity, Kaohsiung, Taiwan.
Wang Chia-Ling(2006). The Implmentation of “Grade 1-9 Curriculum” in a primary school—Perspectives of Critical Pedagogy. Unpublished PhD thesis, NationalKaohsiungNormalUniversity, Kaohsiung, Taiwan.
Chia-Ling Wang. An analysis of the significance for curriculum theory of the work of Michel Foucault—with particular reference to the concept of power/knowledge. (on-going PhD thesis in the Institute of Education, University of London)
◆Journal Publications
Wang Chia-Ling(1998). The investigative research on children’s historical Consciousness of their hometown: TakeKaohsiungCity for example. Student’s Periodical in National Tainan Teachers’ College, 19, 217-234.
Wang Chia-Ling(2000). A comparison of curriculum reform between Taiwan and Japan at the primary school level. Educational Research, 8, 75-83.
Wang Chia-Ling(2000). The evaluation of teacher’s teaching in primary schools: A viewpoint from a Primary School Teacher. News in Brief on Culture and Education in KaohsiungCity, 38, 10-11.
Wang Chia-Ling(2001). The process and difficulty in practicing integrated curriculum: A case study of a teaching team. Curriculum & Instruction Quarterly, 4(4), 77-92.
Wang Chia-Ling(2001). The application of concept attainment teaching model to mathematics. Guidance of Elementary Education, 41(1), 20-23.
Wang Chia-Ling(2002). The reflection of school-based curriculum development: A case study in a primary school. Educational Research & Information, 10(2), 105-124.
Wang Chia-Ling(2002). How can we make teachers’ action research practicable? Educational News in Brief in KaohsiungCity, 25, 8-9.
Wang Chia-Ling(2002). An evaluation of the influential factors of school-based curriculum development. Educational Studies, 10, 219-227.
Wang Chia-Ling(2003). A teaching praxis of Critical Pedagogy—Take Taiwanese history in social studies for example. Guidance of Elementary Education, 42(4), 28-33.
Wang Chia-Ling(2003). Rethinking teachers’ role in curriculum reform from Giroux’s Critical Pedagogy. Educational Research & Information, 11(3), 3-21.
Wang Chia-Ling(2003). Dewey’s curriculum theory and its implication in integrated curriculum. Newsletter for Teaching the Humanities and Social Science, 14(2), 80-94.
Wang Chia-Ling(2003). The educational possibility in Giroux’s concept. Educational Research, 11, 11-19.
Wang Chia-Ling(2003). The new role of teachers in Grade 1-9 Curriculum. Journal of Elementary Education, 16, 163-179.
Wang Chia-Ling(2004). Is action research a remedy or a placebo in curriculum reform? Curriculum & Instruction Quarterly, 7(1), 139-151.
◆Essay Publications
Wang Chia-Ling(2004). An exploration of how to teach controversial issues in social studies in Grade 1-9 Curriculum. In Ministry of Education (Eds), Theoretical Foundations of Grade 1-9 Curriculum (pp. 395-410). TaipeiCity: Ministry of Education.
Wang Chia-Ling(2004). An action research of teaching writing in a primary school. In GuoLi Zong-Wen, Liang Zhong-Ming & Xiong Tong-Xin (Eds), Educational Action Research and Teaching Practice(pp.89-116). TaipeiCity: Psychology Publication.
◆Presentations
Wang Chia-Ling(2000, June). A retrospective outlook--The experience and reflection of a teaching-team for practicing Integrative Curriculum. Paper presented at the International Symposium about K-12 Education of Language and Integrated Curriculum in NationalTai-DongTeachers College, Tai-Dong County, Taiwan.
Wang Chia-Ling(2001, May).Dilemmas in a primary school’s School- Based Curriculum Development. Paper presented at the Forum for Curriculum and Instruction in NationalTaipeiTeachers College, Taipei City, Taiwan.
Wang Chia-Ling(2002, January).An evaluation of the influential factors of school-based curriculum development. Paper presented at the Graduate Students’ Symposium in KaohsiungNormalUniversity, Kaohsiung City, Taiwan.
Wang Chia-Ling(2002, October). Rethinking teachers’ role in curriculum reform from Giroux’s Critical Pedagogy. Paper presented at the 2002 Teachers College Symposium in National Jia-Yi University, Jia-Yi County, Taiwan R.O.C.
Wang Chia-Ling(2003, October). An action research of teaching writing in a primary school. Paper presented at the 2003 Action Research Symposium in NationalTai-DongUniversity, Tai-Dong County, Taiwan.
Chia-Ling Wang (2006). Foucault’s notion of power/knowledge in Discipline and Punish. Present at PhD student seminar (9th November). Sheffield: University of Sheffield, Department of Educational Studies.
Chia-Ling Wang (2006). Power/knowledge in curriculum theory:
Henry Giroux and the misinterpretation of Michel Foucault. Presented at Educational research and discourse conference (26th Dec). Kaohsiung City, Taiwan: NationalKaohsiungNormalUniversity.
Chia-Ling Wang (2007). Power/knowledge in curriculum theory:
Henry Giroux and the misinterpretation of Michel Foucault. Presented at Philosophy of Education Society Great Britain annual conference (30th March- 1st April). Oxford: New College.
Chia-Ling Wang (2007). Power/knowledge in curriculum theory: A critique of Stephen J. Ball’s analysis of education theory. Presented at K. U. Leuven-IoE Philosophy Colloquium (21st May-23rd May). Leuven, Belgium: CatholicUniversity of Leuven.
Chia-Ling Wang (2007). Globalization and the import of critical pedagogy. Presented at K. U. Leuven-IoE Philosophy Colloquium (17th Dec-18th Dec). London: Institute of Education.
Chia-Ling Wang (2007). Power/knowledge in critical ethnography:a-Ling Wang (2007). Globalization and the import of critical pedagogy. Presented at K.U.Leuven-IoE Philosophy Colloquium (17th Dec-18th Dec). London: Institute of Education.Chia-Ling Wang (2008). What is “critical” in critical ethnography? Presented at Philosophy of Education Society Great Britain annual conference (28th-30th March). Oxford: New College.
Chia-Ling Wang (2008). What is “critical” in critical ethnography? Presented at K. U. Leuven-IoE Philosophy Colloquium (27th May-29th May). Leuven, Belgium: CatholicUniversity of Leuven.
Chia-Ling Wang (2008). How to conceive of Foucauldian power/knowledge in
educational theory? Presented at Kaleidoscope Conference (6th June).
Cambridge: University of Cambridge.
Chia-Ling Wang (2008). An analysis of the significance of curriculum theory of the work of Michel Foucault. Presented at IoE Philosophy Research Day Seminar (25th June-26th June). London: Institute of Education.
個人基本資料
姓名:王嘉陵 Chia-Ling Wang
性別:女
工作經驗
屏東縣立大同國小教師
高雄市立華山國小教師
學歷
台南師範學院社會科教育學系畢業
高雄師範大學教育學系碩士班畢業
高雄師範大學教育學系博士班畢業 組別:課程與教學組
2005-2007 至英國雪菲爾大學教育系(University of Sheffield, School of Education)進修博士學位, 研究領域為教育哲學
指導教授 Professor Paul Standish
Apr 2007-Jun 2007 獲得University of Sheffield奬助至比利時魯汶大學(K. U. Leuven)教育哲學研究中心(Center for Philosophy of Education)擔任訪問學者
Host: Professor Jan Masschelein
Oct 2007- 因指導教授轉換學校的關係,轉學至倫敦大學教育學院(University of London, Institute of Education),目前在等待口試。
優良事蹟
2003 參加教育部公費留學考試,獲選錄取為一般公費生
2007 獲得教育部參與國際學術會議論文發表補助
2007 University of Sheffield Excellent Exchange Scheme award holder.
獲雪菲爾大學優秀學生交換計畫補助至比利時魯汶大學三個月短期訪問
2007 獲選為英國教育哲學學會(Philosophy of Education Society of Great Britain)暑期教育哲學研習營(Philosophy of Education Summer School)的參與成員,並獲得學會全額補助(時間:09/07/2007-13/07/2007,地點:Roehampton University, UK)
2007 當選倫敦大學教育學院台灣同學會副會長2008 獲得教育部參與國際學術會議論文發表補助
學術專長
教育哲學、教育社會學、質性研究方法論、課程理論與實務
著作
一. 學位論文
王嘉陵(2001)。學校本位課程發展的歷程與困境:一所國民小學之個案研究。國立高雄師範大學碩士論文。
王嘉陵(2006)。國小場域九年一貫課程實施之探究:批判教育學觀點。國立高雄師範大學博士論文。
Chia-Ling Wang. An analysis of the significance for curriculum theory of the work of Michel Foucault—with particular reference to the concept of power/knowledge. (進行中的博士論文)
二. 期刊
王嘉陵(1998)。國小兒童鄉土歷史意識之調查研究──以高雄市為例。台南師院學生學刊,第19期,217-234頁。
王嘉陵(2000)。國小社會科教科書內容符合兩性平等教育原則檢視報告:第八冊。載於教育部編:國民小學中年級教科書(七、八冊)是否符合兩性平等教育原則檢視報告書。台北市:教育部。
王嘉陵(2000)。台灣與日本小學階段課程改革之比較研究。教育研究,8期,75-83頁。
王嘉陵(2000)。談國小教師教學評鑑:一位小學老師的觀點。港都文教簡訊,38期,10-11頁。
王嘉陵(2001)。實施統整課程的歷程與困境-一個教學群之個案研究。課程與教學季刊,4卷4期,77~92頁。
王嘉陵(2001)。概念教學法及其在數學科教學上的應用。國教輔導,41卷1期,20-23頁。
王嘉陵(2002)。學校本位課程發展的省思-一所國民小學之個案研究。教育研究資訊,10卷2期,105-124頁。
王嘉陵(2002)。落實教師行動研究的可行途徑。高雄市教育簡訊,25期,8-9頁。
王嘉陵(2002)。學校本位課程發展影響因素之評析。教育研究,10期,219-227頁。
王嘉陵(2003)。批判教育學的教學實踐--以社會科台灣史教學為例。國教輔導,42卷4期,28-33頁。
王嘉陵(2003)。從Giroux的批判教育學觀點反省課程改革中的教師角色。教育研究資訊,11卷3期,3-21頁。
王嘉陵(2003)。杜威課程論內涵與對課程統整實施之啟示。人文及社會學科教學通訊,14卷2期,80-94頁。
王嘉陵(2003)。Giroux思想中的教育可能性。教育研究,11期,11-19頁。
王嘉陵(2003)。九年一貫課程改革下的教師角色。初等教育學刊,16期,163-179頁。
王嘉陵(2004)。行動研究:課程改革的解藥或安慰劑?課程與教學季刊,7卷1期,139-151頁。
三. 出版著作
王嘉陵(2004)。九年一貫社會學習領域議題融入教學之探討。載於林生傳(主編)九年一貫課程理論基礎叢書(395-410頁)。台北市:教育部。
王嘉陵(2004)。國小中年級寫作教學之行動研究。載於郭李宗文、梁忠銘、熊同鑫(主編)教育行動研究與教學實務(89-116頁)。台北市:心理出版社。
四. 研討會論文
王嘉陵、方嘉薇、莊春姑、屈靈慧、郭馨雅(2000)。回首來時路:一個教學群實施統整課程的經驗與反省。發表於國立台東師範學院主辦:K-12語文教育與統整性課程國際學術研討會。六月九日至六月十一日,台東縣:國立台東師範學院。
王嘉陵(2001)。迷思與困境:一所小學的學校本位課程發展實踐歷程。發表於中華民國課程與教學學會主辦:第三屆課程與教學論壇-「課程改革的反省與前瞻」研討會。五月五日~五月六日,台北市:國立台北師範學院。
王嘉陵(2002)。學校本位課程發展影響因素之評析。發表於國立高雄師範大學教育研究學會主辦:九十學年度國立高雄師範大學教育學系學生學術研討會。一月二十二日,高雄市:國立高雄師範大學。
王嘉陵(2002)。從Giroux的批判教育學觀點反省課程改革中的教師角色。發表於國立嘉義大學主辦:九十一學年度師範學院教育學術論文發表會。十月二十五日~十月二十六日,嘉義縣:嘉義大學。
王嘉陵(2003)。國小中年級寫作教學之行動研究。發表於國立台東大學主辦:2003行動研究研討會。十月二十五日~十月二十六日,台東縣:台東大學。
Chia-Ling Wang (2006). Foucault’s notion of power/knowledge in Discipline and Punish. Present at PhD student seminar (9th November). Sheffield: University of Sheffield, Department of Educational Studies.
王嘉陵 (2006)。Foucault的知識/權力觀及對Giroux誤用的批判。發表於國立高雄師範大學主辦:教育研究與論述學術研討會。十二月二十六日。高雄市:高雄師範大學。
Chia-Ling Wang (2007). Power/knowledge in curriculum theory:
Henry Giroux and the misinterpretation of Michel Foucault. Presented at Philosophy of Education Society Great Britain annual conference (30th March- 1st April). Oxford: New College.
Chia-Ling Wang (2007). Power/knowledge in curriculum theory: A critique of Stephen J. Ball’s analysis of education theory. Presented at K. U. Leuven-IoE Philosophy Colloquium (21st May-23rd May). Leuven, Belgium: CatholicUniversity of Leuven.
Chia-Ling Wang (2007). Globalization and the import of critical pedagogy. Presented at K. U. Leuven-IoE Philosophy Colloquium (17th Dec-18th Dec). London: Institute of Education.
Chia-Ling Wang (2007). Power/knowledge in critical ethnograph-Ling Wang (2007). Globalization and the import of critical pedagogy. Presented at K.U.Leuven-IoE Philosophy Colloquium (17th Dec-18th Dec). London: Institute of EducationChia-Ling Wang (2008). What is “critical” in critical ethnography? Presented at Philosophy of Education Society Great Britain annual conference (28th-30th March). Oxford: New College.
Chia-Ling Wang (2008). What is “critical” in critical ethnography? Presented at K. U. Leuven-IoE Philosophy Colloquium (27th May-29th May). Leuven, Belgium: CatholicUniversity of Leuven.
Chia-Ling Wang (2008). How to conceive of Foucauldian power/knowledge in
educational theory? Presented at Kaleidoscope Conference (6th June).
Cambridge: University of Cambridge.
Chia-Ling Wang (2008). An analysis of the significance of curriculum theory of the work of Michel Foucault. Presented at IoE Philosophy Research Day Seminar (25th June-26th June). London: Institute of Education.