政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/123686
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 97106/127750 (76%)
Visitors : 33225152      Online Users : 209
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/123686


    Title: 中華民國與美國歷史教科書中的國家起源敘事神話
    The mythology of national origin narratives in R.O.C. and U.S.A. history textbooks
    Authors: 李翰昇
    Henderson, Phillip Lee
    Contributors: 周祝瑛
    Chou, Chu-Ing
    李翰昇
    Henderson, Phillip Lee
    Keywords: 民族起源敘事
    Monomyth
    敘事史
    歷史教育
    National origin narrative
    Monomyth
    Narrative history
    History education
    Date: 2019
    Issue Date: 2019-06-03 13:06:09 (UTC+8)
    Abstract: 關於國家起源敘事的歷史教材一直是全世界公共教育的核心課題。雖然已經在往更開放,和平和包容的方面取得了進展,但特別是在公立學校裡, 仍然被堅持宣傳著存在國家起源敘事的神聖特徵。這些故事通過在歷史課堂上講述,有助於國家價值觀和思想的傳播和延續,且被表明應該認真關注它們所倡導的價值觀。本研究通過比較敘事分析,利用約瑟夫·坎貝爾(Joseph Campbell)的Monomyth作為理論框架,分析了來自中華民國(ROC)和美國(USA)的高中歷史教科書中的國家起源敘事隱含的價值觀。在這種方法中,兩本教科書中的國家起源敘事的主要參與者和事件透過Monomyth相互比較。這些發現支持了這樣的觀點,即中華民國和美國的國家起源敘事中的敘事階段和人物原型與宗教和神話中相似,並且這些敘述為讀者呈現了一套特定的價值觀。這項研究對歷史教育者、教科書製作者以及歷史和語言藝術教育領域的研究人員具有重要意義,他們在建設國家價值觀和思想方面發揮著關鍵作用。
    History curriculum dealing with national origin narratives has always been a core subject in public education around the world. Although progress has been made toward more open, peaceful, and inclusive national ideals, there persists a sacred character to national origin narratives, especially those propagated in public schools. These narratives contribute to the propagation and perpetuation of national values and ideas through their telling in history classrooms, suggesting that careful attention should be paid to the values they promote. This study analyzes values implicit in the national origin narratives in high school history textbooks from both the Republic of China (ROC) and the United States (USA) through a comparative narrative analysis using Joseph Campbell’s monomyth as theoretical framework. In this method, the major actors and events of the national origin narratives in the two textbooks are compared to each other through the monomyth. These findings support the notion that the narrative stages and character archetypes in the national origin narratives of the ROC and USA resemble those in religions and myths, and that these narratives present a particular set of values to their readers. This study has important implications for history educators, textbook producers, and researchers in the field of history and language arts education who play critical roles in the construction of national values and ideas.
    Reference: References
    American Textbook Council. (2018). Widely Adopted History Textbooks. Retrieved from historytextbooks.net: https://www.historytextbooks.net/adopted.htm
    Anderson, B. (1991). Imagined Communities (2nd ed.). London, UK: Verso.
    Behnke, Y. (2018). Textbook Effects and Efficacy. In E. Fuchs, & A. Bock (Eds.), The Palgrave Handbook of Textbook Studies (pp. 383-396). US: Palgrave Macmillan.
    Bell, T. H. (1993). Reflections One Decade after A Nation at Risk. Phi Delta Kappan.
    Campbell, J. (2004). The Hero with a Thousand Faces. Princeton, NJ: Princeton University Press.
    Chang, L.-C. (2011). Telling histories of an island nation: The academics and politics of history textbooks in contemporary Taiwan. In G. Müller, Designing History in East Asian Textbooks (pp. 117-134). New York, NY: Routledge.
    Chen, W.-C. (2004). The History of an Alien-Nation, or the Alienation of History? The Controversy over History Textbook Reform in Taiwan in the 90s. Conference of International Association of Historians of Asia (IAHA) (pp. 90-103). Taipei, Taiwan: Academia Sinica.
    Chou, C. P., & Ching, G. (2012). Taiwan Education at the Crossroad: When Globalization Meets Localization. New York, NY: Palgrave Macmillan.
    Cronon, W. (1992). A Place for Stories: Nature, History, and Narrative. The Journal of American History, 78(4), 1347-1376.
    Darling-Hammond, L. (2007). Race, inequality and educational accountability: the irony of ‘No Child Left Behind’. Race Ethnicity and Education, 10(3), 245-260.
    Elson, R. M. (1964). Guardians of Tradition: American Schoolbooks of the Nineteenth Century. Lincoln, NE: University of Nebraska Press.
    Estes, C. P. (2004). Introduction to the 2004 Commemorative Edition. In J. Campbell, The Hero with a Thousand Faces (pp. xxiii-lxv). Princeton, NJ: Princeton University Press.
    Fina, A. D., & Georgakopoulou, A. (Eds.). (2012). Analyzing Narrative: Discourse and Sociolinguistic Perspectives. New York, NY: Cambridge University Press.
    Fitchett, P. G., & Heafner, T. L. (2012). A National Perspective on the Effects of High-Stakes Testing and Standardization on Elementary Social Studies Marginalization. Theory & Research in Social Education, 38(1), 114-130.
    Gardner, D. P., & al., e. (1983). A Nation at Risk: The Imperative for Educational Reform. Washington, D.C.: United States Department of Education.
    Grever, M., & Stuurman, S. (Eds.). (2007). Beyond the Canon: History for the twenty-first century. Basingstoke, UK: Palgrave Macmillan.
    Grever, M., & Viles, T. v. (2017). Why national narratives are perpetuated: A literature review. London Review of Education, 15(2), 286-301.
    Hadley, L. (2010). Neo-Victorian Fiction and Historical Narrative: The Victorians and Us. Hampshire, UK: Palgrave Macmillan.
    Hammack, P. (2010). Identity as Burden or Benefit? Youth, Historical Narrative, and the Legacy of Political Conflict. Human Development, 53, 173-201.
    Holt. (2012). The Americans. Houghton Mifflin Harcourt Publishing Company.
    Huang, H.-Y., & Chen, H.-L. (2019). Constructing collective memory for (de)colonisation: Taiwanese images in history textbooks, 1950–1987. Paedagogica Historica.
    Hughes, C. (1997). Taiwan and Chinese Nationalism. London, UK: Routledge.
    Jung, C. G., & Franz, M.-L. v. (1964). Man and His Symbols. New York, NY: Doubleday.
    Kramer, L. (1997). Historical Narratives and the Meaning of Nationalism. Journal of the History of Ideas, 58(3), 525-545.
    Levstik, L. S. (2009). Historical narrative and the young reader. Theory Into Practice, 114-119.
    Lín, N. (Ed.). (2007). Pǔtōng gāojí zhōngxué lìshǐ dì èr cè [Ordinary High School History Book 2]. Tainan: Nán yī shūjú.
    Liu, M.-H., Hung, L.-C., & Vickers, E. (2005). Identity Issues in Taiwan's History Curriculum. In E. Vickers, & A. Jones (Eds.), History Education and National Identity in East Asia (pp. 101-132). New York, NY: Routledge.
    Mainland Affairs Council. (2017, June 9). Public Opinion in Taiwan does not Identify with Mainland China's Unilaterally Established Political Obstacles and Belittling of Taiwan. Taipei City, Taiwan ROC: MAC.
    Manojlovic, B. (2018). Education for Sustainable Peace and Conflict Resilient Societies. Cham, Switzerland: Palgrave Macmillan.
    MDBG English - Chinese Dictionary. (2019). Retrieved from Word Dictionary: https://www.mdbg.net/chinese/dictionary
    MING, B. S. (2007). Mr. Qian Mu Collection - the spirit of Chinese history (new school-based)(Chinese Edition). Kyushu.
    Mudock, M. (1990). The Heroin's Journey. Boston, MA: Shambhala Publications Inc.
    Munslow, A. (2019). Narrative and History. London, UK: Red Globe Press.
    Nicholson, S. (2011). The Problem of Woman as Hero in the Work of Joseph Campbell. Femenist Theology, 19(2), 182-193.
    Novick, P. (1988). That Noble Dream: The Objectivity Question and the American Historical Profession. Cambridge, UK: Cambridge University Press.
    Onuf, P. S. (2012). American Exceptionalism and National Identity. American Political Thought, 1(1), 77-100.
    Pew Research Center. (2017, July 26). Demographic Portrait of Muslim Americans. Retrieved from Pew Research Center: Religion and Public Life: http://www.pewforum.org/2017/07/26/demographic-portrait-of-muslim-americans/
    Pingel, F. (2010). UNESCO Guidebook on Textbook Research and Textbook Revision: 2nd Revised and Updated Edition. Paris: United Nations Educational, Scientific and Cultural Organization.
    Raphael, R. (2004). Founding Myths: Stories that Hide our Patriotic Past. New York, NY: The New Press.
    Ravitch, D. (2003). Textbook Cases. New England Review, 24(2), 150-164.
    Romanowski, M. H. (1996). Problems of bias in history textbooks. Social Education, 170-173.
    Rowan, I. (2015). Inside Taiwan’s Sunflower Movement: Twenty-Four Days in a Student-Occupied Parliament, and the Future of the Region. The Journal of Asian Studies, 74(1), 5-21.
    Savage, J. (2011). Cross-Curricular Teaching and Learning in the Secondary School. New York, NY: Routledge.
    Seixas, P. (2006). Parallel crises: history and the social studies curriculum in the USA. Journal of Curriculum Studies, 25(3), 235-250.
    Smith, A. D. (2000). The 'Sacred' Dimention of Nationalism. Millennium: Journal of International Studies, 29(3), 791-814.
    Stevens, D. (1997). Nationalism as Religion. Studies: An Irish Quarterly Review, 86(343), 248-258.
    Stone, C., Trisi, D., Sherman, A., & Taylor, R. (2018, Dec 11). A Guide to Statistics on Historical Trends in Income Inequality. Retrieved from Center on Budget and Policy Priorities: https://www.cbpp.org/research/poverty-and-inequality/a-guide-to-statistics-on-historical-trends-in-income-inequality
    Tsoi, G. (2015, July 21). Taiwan Has Its Own Textbook Controversy Brewing. Foreign Policy. Retrieved from http://foreignpolicy.com/2015/07/21/taiwan-textbook-controversy-china-independence-history/
    Vickers, E. (2009). The opportunity of China? Education, patriotic values and the Chinese state. In M. Lall, & E. (. Vickers, Education as a Political Tool in Asia (pp. 53-82). New York, NY: Routledge.
    Wees, G. v. (2016, August 1). Taiwan’s History Textbook Protests: One Year Later. The Diplomat. Retrieved from https://thediplomat.com/2016/08/taiwans-history-textbook-protests-one-year-later/
    Wertsch, J. (2017). Foreword – Negotiating the nation: Young people, national narratives and history education. London Review of Education, 15(2), 149-151.
    Wertsch, J. V. (1997). Narrative Tools of History and Identity. Culture & Psychology, 3(1), 5-20.
    White, H. (2008). The historical event. A Journal of Feminist Culture, 19(2), 9-34.
    Zajda, J. (2015). Nation-Building and History Education in a Global Culture. In J. Zajda (Ed.), Nation-Building and History Education in a Global Culture. Globalisation, Comparative Education and Policy Research (Vol. 13, pp. 185-191). Dordrecht, NL: Springer.
    Description: 碩士
    國立政治大學
    亞太研究英語碩士學位學程(IMAS)
    106926015
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G0106926015
    Data Type: thesis
    DOI: 10.6814/THE.NCCU.IMAS.002.2019.A07
    Appears in Collections:[International Doctoral /Master’s Program in Asia Pacific Studies ] 學位論文

    Files in This Item:

    File SizeFormat
    601501.pdf1126KbAdobe PDF117View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告
    1.本網站之數位內容為國立政治大學所收錄之機構典藏,無償提供學術研究與公眾教育等公益性使用,惟仍請適度,合理使用本網站之內容,以尊重著作權人之權益。商業上之利用,則請先取得著作權人之授權。
    2.本網站之製作,已盡力防止侵害著作權人之權益,如仍發現本網站之數位內容有侵害著作權人權益情事者,請權利人通知本網站維護人員(nccur@nccu.edu.tw),維護人員將立即採取移除該數位著作等補救措施。
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback