Written by Neeraj Mehra. The article argues that despite Taiwan’s generous scholarships and growing demand for talent, few Indian students pursue Mandarin proficiency. Cultural attitudes toward language learning, limited career visibility, reliance on English, and the absence of strong alumni networks discourage long-term commitment, hindering deeper India-Taiwan educational and professional ties.
Written by Jeremy Chang. This article explores the intersection of dialogic education and Taiwan’s vibrant yet fragile democracy. By framing Taiwan as a “contested dialogic space,” the author demonstrates how democratic life—through movements like the Sunflower protest and civic tech initiatives like g0v—functions as a form of public pedagogy. The author argues that dialogue is not merely a classroom technique, but an essential, labor-intensive democratic practice required to sustain a pluralistic society.
Written by Tzu-Chi Ou. Traditional migration studies in Taiwan often treat migrants as mere statistics, leaving students feeling socially disconnected. To bridge this gap, a professor moved beyond the classroom through three hands-on experiments: student-led walking tours, art therapy to process emotional guilt, and a communal “immigrating garden.” These initiatives transform “the other” into a neighbour, fostering genuine empathy and mutual worth.
Written by Chiao-Yuan Jo Ko. Taiwan’s category of ‘overseas Chinese student’ may appear administrative, but it reflects a much longer political history. Tracing the system from the Cold War era to Taiwan’s democratisation, this article explores how education became tied to the ROC’s nation-building project, US geopolitical strategy, and shifting ideas of Chinese identity.
Written by Tuyuq Rabay. This article examines Indigenous Experimental Education in Taiwan through an ethnographic vignette of an Atayal school’s pslkotas ritual. It argues that such programmes re-centre indigenous epistemologies through embodied, place-based, and spiritual pedagogy, while also revealing ongoing tensions with state curricula, structural inequalities, and settler-colonial legacies that shape education and identity.
Written by Omorose Aighewi. This article traces how students navigate this “social health paradox,” where access to education comes intertwined with minority stress, cultural dislocation, and ongoing negotiation of Indigenous identity.
