Examining the Formation of Official Knowledge: A Contextual Analysis of the Politics of High School "Living Technology" Textbooks
This research examined the formation of official knowledge through textbook politics, which transformed curriculum guidelines into curriculum texts. In order to clarify the micro-politics of different interest groups hidden behind policy formation, this research employed multiple methods to examine what the new curriculum guidelines of high school Living Technology meant to different interest groups. The methods included individual interviews with 8 textbook writers and managers from 4 major publishers, document analyses of 55 textbook reviews by the National Institute for Compilation and Translation (NICT), and telephone surveys of textbook feedback from 209 high schools across Taiwan. The goal was to shed light on the politics of textbook writing, reviewing, and selection. The research data indicated that the system of textbook writing, reviewing, and selection was shaped by both extra-institutional forces, such as those from legislators and private industries, and institutional forces, such as those from textbook policies, NICT, publishers, schools, experts, and teachers. Under the influence of several political factors, however, experts, scholars, and publishers bowed to extra-institutional forces, which in the end relegated school teachers to an invisible and marginalized force behind the formation of Living Technology. In conclusion, the current Living Technology curriculum reform still embodied a top-down mode of power construction and did not demonstrate the bottom-up plans to deconstruct authority and challenge those at the top. In Taiwan, technology education remained a reproduced version of its American counterpart, in which knowledge construction was operated in an authoritative way. Subjectivity and spontaneity were still missing from Taiwanese technology education.
|關鍵詞||生活科技、官方知識、教科書政治、課程變革、Living Technology、official knowledge、textbook politics、curriculum reform|