國中歷史課綱中的歐洲意象

European Images in Taiwan’s Junior High School History Curricular Guidelines

本研究檢視我國自1968 年九年義務教育統編本課綱至2008 年九年一 貫國中歷史課綱所勾勒的歐洲，以後殖民理論Said 與Bhabha 對於「他 者」相關概念為起點，就歷經10 次修訂的歷史課程標準或課程綱要進 行分析梳理，發現歷年來課綱版本所勾勒的歐洲，其實反映出三個「我 ／他」關係時期，而這三個時期課綱對論述歐洲角度的遞變，也反映 了Said 與Bhabha 對於後殖民情境下「他者」相關論述產生的背景與特 性。

By examining discourses regarding Europe in curricular standards and guidelines from 1968 to 2011， this study investigated how Europe， as a type of Other， was delineated and how these discourses reflected subjectivity and a complex dynamism between China and Taiwan and Europe. Based upon Said and Bhabha’s critical theories of the Other， this study followed Fairclough’s method of critical discourse analysis and identified three approaches to presenting Europe in 10 curricular standards and guidelines over the past 40 years. The three approaches of illustrating Europe feature Said’s and Bhabha’s notion of the discursive Other produced in the postcolonial condition.