英格蘭公民資質的課程轉化之探究

The Curriculum Transformation of Citizenship in England

a本文旨在瞭解公民資質在英格蘭正式課程和支持課程之間的異同，及影響公民資質在兩個課程層級之間轉化的力量，進而反思臺灣課程轉化和課程中公民資質之假定。本文分析公民資質的架構參考Heater（2004）提出的公民資質地理層級和要素兩向度，研究方法則參考Fairclough（1992，2003）建議的批判論述分析方法，以英格蘭公民國定課程為正式課程、公民教科書為支持課程。研究發現：英格蘭公民國定課程和公民教科書文本，採用殊異的文類，間接地規範公民資質的傳遞；此外，課程文本再現多元地理層級的公民資質，但是發展順序和最廣的地理層級，在文本之內和之間的再現並不一致；公民認同、德性、權利與義務/責任等要素，於公民國定課程和教科書文本中有其延續性，但是各個要素的強調程度和內涵並不相同，各層級課程並發展出其特有的公民資質論述。再者，影響公民資質在英格蘭正式課程和支持課程之間轉化的力量包括：一、教育傳統的影響；二、公民國定課程對教科書的影響；三、公民教科書出版社和作者的自主權。最後，本文提出對臺灣課程轉化和課程中公民資質假定的反思：一、正視正式課程文本的文類所展現的論述力量；二、減低對教科書的規範，以提供激發教科書多元化發展的空間；三、增強教科書出版社內部的課程轉化力量；四、對臺灣課程所應傳遞公民資質的省思。

This study aimed to understand the discourse of citizenship represented in the formal and supported curricula， and the potential influential forces underlying the transformation of citizenship between formal and supported curricula. The analytical framework of citizenship was based on the geographical levels and elements of citizenship proposed in Heater’s (2004) cube of citizenship. The formal curriculum referred to “Citizenship: National Curriculum in England” (DfEE & QCA， 1999)， and the supported curriculum referred to two series of citizenship textbooks: “This is Citizenship” (Fiehn， 2002， Fiehn & Fiehn， 2002) and “Understanding Citizenship” (Thorpe， 2001a， 2001b， 2005). By employing the methods of critical discourse analysis suggested by Fairclough (1992， 2003)， the present study found that different genres are adopted by the National Curriculum and two series of citizenship textbooks to regulate the delivery of citizenship. In terms of geographical levels of citizenship， the multi-layered citizenship is reflected again in the National Curriculum and the two series of textbooks but with slight inconsistency within and between texts regarding developing sequence and the broadest geographical level. The elements of citizenship (i.e. identity， virtues， rights and responsibility/duty) were also found in the National Curriculum and the two series of textbooks but with different emphasis and featured discourses of citizenship in different curriculum texts. The forces influencing the curriculum transformation in England contain the educational traditions， the influence from the National Curriculum for Citizenship， and the autonomy of citizenship textbooks publishers and authors. The reflections generated from this study on Taiwan curriculum transformation and the assumptions of citizenship in the curriculum include: to acknowledge the discursive power from the genre of a formal curriculum， to reduce the regulations of the textbook in order to promote the diversity of the textbooks， to empower the textbook publisher with transformative capability， and to reflect on what citizenship should be delivered in Taiwan curriculum.