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The representation of ideology in so...

Su, Ya-Chen.

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The representation of ideology in social studies textbooks: A study of Taiwan's curriculum for grades four and five.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The representation of ideology in social studies textbooks: A study of Taiwan's curriculum for grades four and five./
Author:	Su, Ya-Chen.
Description:	243 p.
Notes:	Source: Dissertation Abstracts International, Volume: 59-09, Section: A, page: 3339.
Contained By:	Dissertation Abstracts International59-09A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9907368
ISBN:	0599051906

The representation of ideology in social studies textbooks: A study of Taiwan's curriculum for grades four and five.
Su, Ya-Chen.

The representation of ideology in social studies textbooks: A study of Taiwan's curriculum for grades four and five. - 243 p.

Source: Dissertation Abstracts International, Volume: 59-09, Section: A, page: 3339.

Thesis (Ph.D.)--Indiana University, 1998.

Taiwanese textbooks play a central role in Taiwanese education. In the wake of the political reform and social protest movements of the 1970s and 80s that pushed forward Taiwanese educational reform, critics charge that traditional school curricula and textbooks reinforce the dominant national Chinese cultural identity and unity without considering the specific perspectives and voices of different gender, cultural, and ethnic groups. The purpose of this study is to examine how political and social issues are represented in nationally standardized social studies textbooks for grades four and five. In order to explore this question, two series of textbooks are examined. The first series was written between 1975 and 1978 and published between 1978 and 1989. The second series was written between 1978 and 1989 and published between 1989 and 1995. The theoretical framework of the study centers on the relationship between legitimate knowledge and the textbooks, and between literacy and the politics of textbook content. The methodology focuses on document analysis. In total, I examine eight social studies textbooks from two different series. The textual analysis consists of four types: (1) storyline analysis, (2) picture analysis, (3) "people to study" analysis, and (4) language analysis. Six topics are examined in each analysis: (1) Chinese/Taiwanese history, (2) Chinese/Taiwanese geography, (3) cultural studies, (4) national identity and nationalism, (5) gender studies, and (6) racial and ethnic studies.

ISBN: 0599051906Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

The representation of ideology in social studies textbooks: A study of Taiwan's curriculum for grades four and five.
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100 1 $a Su, Ya-Chen. $3 1951557
245 1 4 $a The representation of ideology in social studies textbooks: A study of Taiwan's curriculum for grades four and five.
300 $a 243 p.
500 $a Source: Dissertation Abstracts International, Volume: 59-09, Section: A, page: 3339.
500 $a Co-Chairs: Jesse Goodman; David J. Flinders.
502 $a Thesis (Ph.D.)--Indiana University, 1998.
520 $a Taiwanese textbooks play a central role in Taiwanese education. In the wake of the political reform and social protest movements of the 1970s and 80s that pushed forward Taiwanese educational reform, critics charge that traditional school curricula and textbooks reinforce the dominant national Chinese cultural identity and unity without considering the specific perspectives and voices of different gender, cultural, and ethnic groups. The purpose of this study is to examine how political and social issues are represented in nationally standardized social studies textbooks for grades four and five. In order to explore this question, two series of textbooks are examined. The first series was written between 1975 and 1978 and published between 1978 and 1989. The second series was written between 1978 and 1989 and published between 1989 and 1995. The theoretical framework of the study centers on the relationship between legitimate knowledge and the textbooks, and between literacy and the politics of textbook content. The methodology focuses on document analysis. In total, I examine eight social studies textbooks from two different series. The textual analysis consists of four types: (1) storyline analysis, (2) picture analysis, (3) "people to study" analysis, and (4) language analysis. Six topics are examined in each analysis: (1) Chinese/Taiwanese history, (2) Chinese/Taiwanese geography, (3) cultural studies, (4) national identity and nationalism, (5) gender studies, and (6) racial and ethnic studies.
590 $a School code: 0093.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, Elementary. $3 516171
650 4 $a Education, Social Sciences. $3 1019148
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710 2 0 $a Indiana University. $3 960096
773 0 $t Dissertation Abstracts International $g 59-09A.
790 1 0 $a Goodman, Jesse, $e advisor
790 1 0 $a Flinders, David J., $e advisor
790 $a 0093
791 $a Ph.D.
792 $a 1998
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9907368