Exploration of teachers’ agency for teaching difficult knowledge in Taiwan

Purpose With a lack of research conducted in an Asian context for teaching difficult knowledge, this study utilized the term “teacher agency” to explore how teachers access their agency to teach difficult knowledge in Taiwan (e.g. White Terror and the conflict with the PRC). Using a case study design, this study documents how six social studies teachers access their agency for teaching difficult knowledge, then explores how these teachers have been influenced by or resisted the unique contextual factors in Asia. Design/methodology/approach Given that teaching difficult knowledge is in itself necessarily a contentious task, the following research question guided my study: How do teachers in Taiwan encounter difficult knowledge? Two subsidiary questions frame my inquiry: (1) How do teachers in Taiwan enact their professional agency to teach difficult knowledge? (2) What contextual and individual factors have teachers been impacted by and resisted in order to teach difficult knowledge? My study sought to gain an understanding of history teachers’ agency and difficult knowledge teaching in two public senior high schools in Taiwan. The case study framework allowed for the examination of contemporary phenomena by employing a variety of evidence, including documents, artifacts and narrative interviews (Yin, 1994). Findings Utilizing two concepts— difficult knowledge and teacher’s agency— the findings illuminate the fact that teachers enact their professional agency to teach difficult knowledge by using unofficial documents, integrating alternative resources and building dialogue with students. In addition, another finding shows that contextual and individual factors formulate teachers’ professional agency to teach difficult knowledge. Lastly, this study reflects the fact that social/historical trauma and collective memory are part of difficult knowledge but also serve as contextual factors impacting teachers’ agency. Research limitations/implications Disadvantages of this method during the interviews include the self-consciousness of participants, which could affect her/his own willingness to share or discuss issues. Practical implications This study provides opportunities for people to understand conflicts, difficulties and injustice many teachers in different national contexts are facing now. In addition, I hope this study could provide the chance to reflect on its situation in each country and give references to other readers and teachers. Originality/value This study reflects the difficulties many teachers are facing but also challenges the assumption that teachers do not often enact their agency for teaching difficult knowledge in places like Taiwan. In addition, this study illustrates the fact that teachers’ agency has been impacted by individual factors and contextual factors. However, teachers can resist contextual factors by creating more space and creativity for their students to learn about difficult knowledge. Most importantly, this study reflects the fact that teachers have been influenced by contextual factors, and these contextual factors are the concepts of difficult knowledge that teachers have crystalized to create different representations about that difficult knowledge. Lastly, because this study explores teachers’ history teaching of difficult knowledge in Taiwan, this study provides opportunities for people to understand conflicts, difficulties and injustice which Taiwan has been facing now. Fortunately, I hope this study could provide the chance to reflect on its situation in each country and give references to other readers and teachers.