A critical discourse analysis of indigenous change of Social Learning Areas Guidelines

• Main Authors: Chih-Huang Pan, 潘志煌
• Other Authors: Ming-Jane Chuang
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/52591269482204619024

博士 === 國立臺北教育大學 === 課程與教學研究所 === 98 === Abstract With respect to the change of the Grade 1-9 Curriculum in Taiwan, some communities focused their attention on the struggle between the knowledge and power that resulted from the indigenous change process in Social Learning Areas Guidelines. Since Social Learning Areas Guidelines announced officially in 2003, there had been two amendments in 2005 and 2008 respectively. However, during the process of official announcement and amendment in Social Learning Areas Guidelines, we did not only experience a significant political context change about the democratic rotation of regime in Taiwan, but also gave rise to some controversies about Taiwan’s subjectivity and indigenous identity on the revised content. The methodology of critical discourse analysis and the discourse of glocalization were adopted in this study to inquire the changeful situations and possible effects in the revised process of Grade 1-9 Social Studies Areas Guidelines. There were several findings in this study. First of all, the amendatory text of Social Learning Areas Guidelines represented the struggle of knowledge and power of the indigenous discourse. Secondly, the adjustment of revised group of Social Learning Areas Guidelines represented the changing implication of indigenous context. Thirdly, the indigenous discourse deconstructed the political totems and historical imprints of Social Learning Areas Guidelines, and shaped the discourse of Taiwan’s subjectivity and indigenous identity. Fourthly, the power change of democracy affected the social conditions of indigenous change of Social Learning Areas Guidelines. In conclusion, this study recommends some significant suggestions about curriculum policy and practice for the future Social Learning Areas curriculum studies, indigenous curriculum studies in Taiwan, the approach of curriculum policy studies and the expansion of theory in curriculum studies.