霸權的轉移：高中歷史課綱微調事件之論述與再製

The Shift of Hegemony: The Discourse and Reproduction of the “Minor Revision of the Senior High School Curriculum Guidelines of History Study”

公民社會的論述挑戰官方處於知識論述的位置，使知識產生的過程與內容多元 化。本研究以台灣教育部2014年1月17日公布〈普通高級中學歷史科課程綱要部分修正表〉所引起的歷史課綱事件為例，採用批判論述分析，並以期間的報紙內容為 資料，探究當時知識分子如何發展論述，在此基礎上論證社會論述如何建構合法性與合理性的觀念，從而引起公共參與。本研究發現：知識分子在論述事件的過程中， 塑造官方論述為不合法與非理性，隨着論述開展，將該事件由教育議題再製為涵蓋 層面更廣的社會和國族議題。這個現象展示了知識分子的論述如何塑造公共輿論，並影響教育決策，說明教育經由上層與下層溝通的實踐特徵，標示當代台灣教育進展的里程。

This study argues that civil society challenges the official hegemony in knowledge production and the domination of education， by investigating the discourses of intellectuals with regard to “Minor Revision of the Senior High School Curriculum Guidelines of History Study” of 2014. Newspapers were analyzed using critical discourse analysis. Focusing on the discussion on the legitimacy of policy and the rationale of historical narratives of textbooks， intellectuals not only depicted this case， with its social meaning， as illegitimate and irrational， but also from an educational perspective to encompassing broader issues of state hegemony and Taiwan’s national identity. This resulted in the reshaping of this case as a social and political issue. Research findings suggest how social discourse influenced the official power in policymaking and knowledge production， marking the progress of educational modernization of contemporary Taiwan.