書寫歷史──教科書中性別化國族主義的批判分析

Writing History: A Critical Textbook Analysis on Gendered Nationalism

本研究以批判女性主義分析國中歷史教科書中的國族論述，針對其中 蘊涵的性別權力關係進行批判分析。樣本取自2015~2016 年出版的翰 林版七至九年級社會領域歷史教科書共六冊。綜覽臺灣史、中國史、 到世界史，整個歷史教科書的編寫主軸是建國論述，從而發展出征戰 論述、英雄論述、版圖論述與文明論述。從教科書圖文共同編織出歷 史即國族建立史、戰爭史、英雄史、國界劃分史、文明興衰史。國族 主義五大論述背後隱含著的男性中心慾望，凸顯出父權認同、黷武的 雄性暴力、英雄敘事的領袖崇拜、男子氣概的陽剛空間。整體而言， 歷史教科書利用了建國論述、文明論述與版圖論述來合理化征戰暴 力，而自由與民主被視為是雄性暴力後的甜美酬賞。只記錄勝利，不 記錄失敗；只記錄功名，不記錄傷痛；強化戰鬥心，缺乏憐憫心。這 樣的歷史書寫實難達成非暴力和平教育的宗旨，值得深思。

This study is a critical feminist analysis on the discourse of nation and its gendered power relations in history textbooks used in secondary schools in Taiwan. A sample selection of six textbooks used by students in grades 7 through 9 was examined. A study of the texts on world history， Chinese history， and Taiwanese history showed that the primary focus of history textbooks is the discourse of nation founding that extends into the discourses of campaign， heroic narratives， territory， and civilization. Intertwined with illustrations and written texts， history is represented as a history of nation founding， of war， of border dividing， and the rise and fall of civilizations. Male-centered desires were hidden behind the five discourses of nation， disclosing patriarchal identity， militaristic male violence， the cult-hero worship， and masculine space. Overall， the discourses of nation founding， territory， and civilization were misappropriated for the rationalization of violence， yet democracy and freedom were seen as the sweet rewards of male violence. This so-called “history” in the textbooks makes notes of triumphs rather than defeats， fame rather than pain， strengthens the fighting heart rather than pity. Such writing makes the goal of non-violence promoted by peace education difficult to achieve.