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題名 歷史教育政治、集體記憶與身份認同：普通高級中學歷史科課綱改革與爭議案例研究(2002-2012)
The Politics of History Education, Collective Memory & Identity: A Case Study of the High-school History Curriculum Reform and Controversy in Taiwan from 2002 to 2012作者 沈拓筆
Tobias Stenzel貢獻者 李福鐘
Li, Fu Chung
沈拓筆
Tobias Stenzel關鍵詞 歷史教育政治
集體記憶
身份認同
科課綱改革
歷史爭議
臺灣
politics of history education
collective memory
identity
curriculum reform
history controversy
Taiwan日期 2012 上傳時間 2-Sep-2013 17:41:12 (UTC+8) 摘要 This thesis examines the politics of history education, collective memory and identity in contemporary Taiwan through a qualitative case study of the high-school history curriculum reform and controversy from 2002 to 2012. Through eight elite interviews, the evaluation of an extensive amount of primary sources, and the quantitative and qualitative analysis of the relevant history curricula and other official documents, I find that the most visible part of the controversy is a conflict between advocates of a “China-centered historical perspective” and the representatives of a “Taiwan-centered historical perspective”, who both try to reclaim the territory of national history to have their collective memory represented in it. Furthermore, my analysis of the relevant history curricula indicates that all of them are representative of the collective memory of more than one group. This demonstrates that the influence political parties can exert on history education is constrained by competing versions of collective memory. The thesis also shows how the strong tendency towards Taiwan-centered view on history within society has been translated into the history curriculum after the DPP created conducive conditions for meaningful change. Subsequently, the KMT tried to exert influence on the revision process, but continuous attention from the public prevented major changes. In the final analysis, it is very difficult for any political party or powerful group within contemporary Taiwan to impose one exclusive version of the past as national master narrative on the whole society. Competing collective memories of sub-national groups continue to co-exist within civil society, which demands for a more pluralist history curriculum that incorporates smaller “memory communities” in the national narrative to forestall social disunity and further controversy. 參考文獻 5. 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國立政治大學
亞太研究英語碩士學位學程(IMAS)
100926030
101資料來源 http://thesis.lib.nccu.edu.tw/record/#G1009260302 資料類型 thesis dc.contributor.advisor 李福鐘 zh_TW dc.contributor.advisor Li, Fu Chung en_US dc.contributor.author (Authors) 沈拓筆 zh_TW dc.contributor.author (Authors) Tobias Stenzel en_US dc.creator (作者) 沈拓筆 zh_TW dc.creator (作者) Tobias Stenzel en_US dc.date (日期) 2012 en_US dc.date.accessioned 2-Sep-2013 17:41:12 (UTC+8) - dc.date.available 2-Sep-2013 17:41:12 (UTC+8) - dc.date.issued (上傳時間) 2-Sep-2013 17:41:12 (UTC+8) - dc.identifier (Other Identifiers) G1009260302 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/59611 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 亞太研究英語碩士學位學程(IMAS) zh_TW dc.description (描述) 100926030 zh_TW dc.description (描述) 101 zh_TW dc.description.abstract (摘要) This thesis examines the politics of history education, collective memory and identity in contemporary Taiwan through a qualitative case study of the high-school history curriculum reform and controversy from 2002 to 2012. Through eight elite interviews, the evaluation of an extensive amount of primary sources, and the quantitative and qualitative analysis of the relevant history curricula and other official documents, I find that the most visible part of the controversy is a conflict between advocates of a “China-centered historical perspective” and the representatives of a “Taiwan-centered historical perspective”, who both try to reclaim the territory of national history to have their collective memory represented in it. Furthermore, my analysis of the relevant history curricula indicates that all of them are representative of the collective memory of more than one group. This demonstrates that the influence political parties can exert on history education is constrained by competing versions of collective memory. The thesis also shows how the strong tendency towards Taiwan-centered view on history within society has been translated into the history curriculum after the DPP created conducive conditions for meaningful change. Subsequently, the KMT tried to exert influence on the revision process, but continuous attention from the public prevented major changes. In the final analysis, it is very difficult for any political party or powerful group within contemporary Taiwan to impose one exclusive version of the past as national master narrative on the whole society. Competing collective memories of sub-national groups continue to co-exist within civil society, which demands for a more pluralist history curriculum that incorporates smaller “memory communities” in the national narrative to forestall social disunity and further controversy. en_US dc.description.tableofcontents Table of Contents Acknowledgments 3 Abstract 4 List of Abbreviations 7 1 Introduction 1 2 Literature Review and Theoretical Background 7 2.1 Shifts in History Education and National Identity 7 2.1.1 Nationalist education (1947-1997) and reform in the 1990s 7 2.1.2 The Knowing Taiwan textbook controversy 9 2.1.3 Divided Taiwanese identity 11 2.2 The Senior High School History Curriculum Controversy 13 2.2.1 Theoretical foundations 14 2.2.1.1 Collective memory, identity and history 14 2.2.1.2 The conflict between national history and collective memory 15 2.2.1.3 Limitations for the construction of a national history 17 2.2.1.4 History education and identity 19 2.2.2 Collective memory in the history curriculum controversy 20 2.2.3 Research questions 22 2.2.4 Methodology 23 2.2.5 Motivation 25 2.2.6 Implications and limitations 26 3. Main Part: The High-school History Curriculum Reform & Controversy 27 3.1 First Part: The Drafting Process from 2002 to 2008 27 3.1.1 The background of educational reform under the Chen administration 27 3.1.2 The drafting of the 94 curriculum guidelines 29 3.1.3 The controversy over the 94 draft 33 3.1.4 Discussion of the controversy 38 3.1.5 Collapse of the 94 draft and replacement by the 95 curriculum 39 3.1.6 Drafting principles of the 95 temporary guidelines 41 3.1.7 Curricular changes from the 94 draft to the 95 temp. curriculum 44 3.1.8 Comparison to earlier curricula 46 3.1.9 Controversy over the 95 temporary curriculum 48 3.1.9.1 Overview 48 3.1.9.2 High-school history teachers oppose the 95 temp. curriculum 49 3.1.9.3 The 95 temporary curriculum and ideology 51 3.1.9.4 Taiwanese history taught independently in the 1st semester 52 3.1.9.5 The period under Qing rule on Taiwan 54 3.1.9.6 Japanese colonial history 54 3.1.9.7 ROC history “cut in half” 56 3.1.9.8 “Debate Over the Unresolved Status of Taiwan” 57 3.1.9.9 Post-WWII ROC history too negative 60 3.1.10 The Politics of history education 60 3.2 Second Part: The Revision Process from 2008 to 2012 62 3.2.1 The collapse of the 98 curriculum 62 3.2.1.1 The 98 curriculum is waiting in the wings 62 3.2.1.2 Changes from the 95 temp. curriculum to the 98 curriculum 64 3.2.1.3 Pro-unification lobbying and the shelving of the 98 curriculum 67 3.2.2 The revision process and the controversy within the committee 69 3.2.2.1 The initiation of the revision process 69 3.2.2.2 The controversy within the revision committee 71 3.2.2.3 Comparison of the jia-and bing-drafts 73 3.2.3 The public controversy 80 3.2.3.1 Introduction 80 3.2.3.2 The first phase 82 3.2.3.3 The second phase 89 3.2.3.3.1 Introduction 89 3.2.3.3.2 Changes from the 98 curriculum to the 101 curriculum draft 90 3.2.3.3.3 The controversy in the public 96 3.2.3.3.4 The public hearings 98 3.2.3.3.5 The controversy within the elite 100 3.2.4 The final verdict 102 3.2.5 Last-minute introduction of covert extracurricular requirements 107 4. Conclusion 112 4.1 Findings 112 4.2 Discussion and Outlook 116 5. Bibliography 120 zh_TW dc.language.iso en_US - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G1009260302 en_US dc.subject (關鍵詞) 歷史教育政治 zh_TW dc.subject (關鍵詞) 集體記憶 zh_TW dc.subject (關鍵詞) 身份認同 zh_TW dc.subject (關鍵詞) 科課綱改革 zh_TW dc.subject (關鍵詞) 歷史爭議 zh_TW dc.subject (關鍵詞) 臺灣 zh_TW dc.subject (關鍵詞) politics of history education en_US dc.subject (關鍵詞) collective memory en_US dc.subject (關鍵詞) identity en_US dc.subject (關鍵詞) curriculum reform en_US dc.subject (關鍵詞) history controversy en_US dc.subject (關鍵詞) Taiwan en_US dc.title (題名) 歷史教育政治、集體記憶與身份認同：普通高級中學歷史科課綱改革與爭議案例研究(2002-2012) zh_TW dc.title (題名) The Politics of History Education, Collective Memory & Identity: A Case Study of the High-school History Curriculum Reform and Controversy in Taiwan from 2002 to 2012 en_US dc.type (資料類型) thesis en dc.relation.reference (參考文獻) 5. Bibliography Ahn, Y. (2008). De-nationalising and Re-nationalising the Past. In S. 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