| Summary: | 碩士 === 國立臺灣師範大學 === 地理學系 === 104 === The curriculum of Junior High School’s social studies learning areas plays an important role in multicultural education. Geography, as one part of this curriculum, looks into the relationship between people and people, people and place, and also place and place. Hence inevitably, geography textbooks touch upon many culture issues.
This research is dedicated to three main purposes. First, analyze the connection between Geography Education and Multicultural Education. Second, use textual analysis to examine the multicultural perspectives (insider/outsider) of regional geography. Third, apply the textual analysis results and citation analysis to generalize the strategies of infusing multicultural perspectives (insider/outsider) into junior high school geography textbook, while avoiding the problem of curriculum contents over-loaded. The main conclusions of this study are as follows:
1. Regional geography teaching contents have strong connection with multicultural education.
2. The contents of regional geography textbooks in three different versions are almost the same.
3. Textbooks contents’ narrations reflect pluralist multiculturalism.
4. The choices of regional issues and regional differences’ indicators strengthen the
advantages of specific regions.
5. Some issues narrations are lack of the insider’s perspective.
6. The narrations of environment and economic issues are in lack of interconnectedness and context relevance.
7. Three main representation strategies are recommended for geography textbooks：choosing multi-issues, adding insider’s perspective and adapting critical multiculturalism narration for textbooks contents.
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