The Analysis of Multiculture and Globalization on Civics and Society Textbooks of Senior High Schools

• Main Authors: Ho,Shih Yi, 何思誼
• Other Authors: Ming-Jane Chuang
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/92398475746178762578

碩士 === 明道大學 === 課程與教學研究所 === 102 === The purpose of this study is to compare the textbooks used for teaching Civics and Society. Our comparison is made on the textbooks among Lesson 8 (vol. 1) from the main publishing companies, Lungteng, Sanmin and Nani, which all have been approved by the Ministry of Education in Taiwan. The study was carried out using literature, inductive and text analysis in hope to understand the content, and the differences in how the textbooks explain about multiculturalism and globalization. The results derived from this study may serve as reference to the academic community and related authorities. The research findings are as follows: First, from the multiculturalism aspect:1. The textbooks present the real side of the minority striving for the cultural power.2. The textbooks focus more on immigrants’ issues than aborigines’ issues.3. In several textbooks, the “my tribal – the others” myth is elaborated. Second, from the globalization aspect: 1.There are positive and negative definitions on globalization.2There is pretty much optimism and acceptance of globalization.3.There is an inverse causal relationship between globalization, income inequality and poverty. Third, the textbooks hold prejudices concealed as follows: 1. The textbooks fail to present the real multiculturalism.2. The textbooks reflect some kind of gender stereotypes to a certain degree while elaborating multiculturalism. 3. The textbooks repeatedly emphasize the local deviations and unbalanced phenomena owing to globalization.4. The textbooks excessively focus on issues about aborigines and immigrants, but neglects the Hakkas and Minnan cultures.5. The textbooks focus on slogans excessively while investigating into the globalization issues. Basis on the aforementioned research findings, this study proposes suggestions as follows: For Textbook Editors: 1.Textbooks shall not confined to frameworks of the past.2. The pictures on the textbooks shall not present biased ideas about genders.3.There shall be more in-depth clarification on “globalization.” For Reviewers: 1.The same prejudices should be avoided among different versions of textbooks. Commonly-used standards should be provided for reference of the members of the reviewing authorities. 2. The fundamental qualifications for editing the textbooks should be established for reference of nongovernmental publishers to improve the quality of Civics and Society Textbooks for Senior High Schools. 3. The communications between editors and reviewers should be strengthened. Both parties should conduct dialogues irregularly to bridge the cognition gap so as to improve reviews’ efficiency. For school teachers: 1. School teachers should have In-depth understandings for the concepts of “multiculturalism and globalization” to facilitate the teaching process. 2. Proper supplementary materials can be offered to complete the teaching of “multiculturalism and globalization.” For future researchers: 1.Others issues about the Civics and Society Textbooks for Senior High Schools can be investigated. 2. Research objects can be expanded to include other versions. 3. The critical discourse analysis can be used as the research method.