Ideological Representations of Taiwan's History: An Analysis of Elementary Social Studies Textbooks, 1978-1995

Autor/in	Su, Ya-Chen
Titel	Ideological Representations of Taiwan's History: An Analysis of Elementary Social Studies Textbooks, 1978-1995
Quelle	In: Curriculum Inquiry, 37 (2007) 3, S.205-237 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0362-6784
DOI	10.1111/j.1467-873X.2007.00383.x
Schlagwörter	Foreign Countries; Textbooks; Social Action; Educational Change; Nationalism; Textbook Content; Social Studies; Content Analysis; Educational History; Ideology; Grade 4; Elementary Education; Gender Issues; Political Attitudes; Textbook Research; Ethnic Groups; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Textbook; Text book; Schulbuch; Lehrbuch; Soziales Handeln; Bildungsreform; Nationalismus; Lehrbuchtext; Gemeinschaftskunde; Inhaltsanalyse; History of education; Bildungsgeschichte; Ideologie; School year 04; 4. Schuljahr; Schuljahr 04; Elementarunterricht; Geschlechterfrage; Political attitude; Politische Einstellung; Schulbuchforschung; Ethnie
Abstract	Textbooks play a central role in Taiwanese education. In the wake of the political reform and social protest movements of the 1970s and 1980s that led to Taiwanese educational reform, critics assert that traditional textbooks reinforce the dominant national Chinese cultural identity without considering the specific perspectives and voices of different gender, cultural, and ethnic groups. The study's purpose is to examine how political and ideological issues were represented in nationally standardized grade-four social studies textbooks from 1978 to 1995; how the textbook portrayed the history of cultural and ethnic groups as well as both genders in Taiwan; and whether the ideology changed because of political and socioeconomic pressures. In order to explore this question, two series of textbooks were examined. The first series was published between 1978 and 1989, the second between 1989 and 1995. Two social studies textbooks from each series were examined. The study's theoretic framework centers on the relationship between legitimated knowledge and the textbooks, employing the methodology of textbook analysis. Three themes were examined: (1) Taiwan's historical development, (2) national identity and nationalism, and (3) ethnic and gender studies. Two analyses were applied in each theme: (1) story-line analysis and (2) language analysis. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10