StuartHall文化研究中的「認同」與「再現」及其在課程研究上的蘊義
| Autor: | 楊俊鴻 |
|---|---|
| Rok vydání: | 2002 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 90 「Identity」and 「representation」problems in Stuart Hall’s cultural studies and its implication meanings on curriculum research ABSTRACT The purpose of this research is to probe the identity and representation problems in Hall’s cultural studies, and draw the essence of theory to be the consultation of the curriculum research. The methods primarily used here are theoretical-analyse method and document-l-analyse method. First, the historical origins and major characters, and how the cultural studies influences the change of the curriculum research are discussed. Second, the theory bases of Hall’s cultural studies, the identity and representation problems are discussed deeper. Then, the implication meanings of identity and representation in the curriculum research are analyzed. Third, the enlightenment of Hall’s cultural studies in our nation’s curriculum researches is explained. Finally, this research is ended with the suggestions for the future researches. Five major research questions in this research are as following: 1. To probe into the cultural studies problems in education and curriculum. 2. To probe into the theory bases of Hall’s cultural studies. 3. To probe into the identity and representation problems in Hall’s cultural studies. 4. To probe into the implication meanings in the curriculum research, in which identity and representation problems in Hall’s cultural studies have. 5. To probe into the enlightenment to our nation’s curriculum researches, in which identity and representation problems in Hall’s cultural studies have. According to the results of the research, I reason out its implication meanings in the curriculum research, and summarize as following. This is the first of the research conclusions and also in the point of view of the Hall’s identity problem in curriculum research. 1. The cultural politice problems in school curriculum are very important factors to build students’ national and cultural identity. 2. Nonessential and movable identity point of view of Post-Modernism enlighten the research direction of developing school-based narrative curriculum. 3. The diversified and differential logic emphasized in the cultural identity enlightens the school curriculum and changes the hegemonic curriculum of passing on culture identity of single hegemony to the muliticultural curriculum of emphasizing diversification, openness, odds and enduring culture identity. 4. The moveable-formulation of identity point of view enlightens teachers’ to be intellectuals and curriculum researchers. This is formed actively by teachers themselves in the process of their own curricula and teaching praxis. According to the results of the research, I reason out its implication meanings in the curriculum research, and summarize as following. This is the second research conclusion and also in the point of view of the Hall’s representation problem in curriculum research. 1. The form of representation for the mass media influences students’ construction of day-to-day meanings, and the learning and cultivation of media literacy becomes a very important part, which can’t lack of in the school curriculum. 2. The decanonization of culture make the popular culture a legal curriculum and reproduce its form again. 3. Due to the crisis of representation and the recurrence of text, the transition from “bookspace” to “cyberspace” make us have to review factuality problem about curriculum. 4. The curriculum and school textbooks are the reproduction of a kind of ideology which pushes us have to examine the legality problem about official knowledge in the curriculum research. This research brings up six suggestions for future further researches as following. 1. To do further the research on the influences of the globalization phenomenon on our nation’s curriculum development. 2. To do further the research on the influences of the mass media on the curriculum design and hidden curriculum. 3. To do further the research on how the connotation of the popular culture merges into school curriculum development. 4. To stress the cultural factors analyses of the curriculum integration. 5. To stress the direction of the narrative research in the school teachers’ practical teaching knowledge. 6. To stress the research direction of the critical ethnography in the classrooms . |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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