Recognizing, reproducing and resisting West as method discourse: An analysis of senior secondary Asia-related history curriculum enactment
Recognizing, reproducing and resisting West as method discourse: An analysis of senior secondary Asia-related history curriculum enactment
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西方作为方法话语的认识、复制与抵制——高中亚洲历史课程设置分析
DOI：
10.1080/15505170.2020.1764413
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发表时间：
2020
影响因子：
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通讯作者：
R. Cairns
中科院分区：
文献类型：
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作者：
R. Cairns
摘要在世界范围内，历史课程经常被批评为种族中心主义或模仿一个国家偏爱的历史叙事，通过这种叙事来想象自己和世界。它也是一个可以抵制种族中心主义叙事的网站。在这些争论中，往往很少考虑实际制定课程的教师对课程决策的影响。经过几十年的亚洲教育政策在澳大利亚的批评，假设仍然是关于所谓的欧洲中心的方式教师从事与亚洲有关的历史课程。本文所报道的研究旨在建立一个更复杂的理解，这些课程的做法，以使可见的动态，形成的话语建设的“亚洲”和“西方”的背景下，在维多利亚，澳大利亚高中历史。本文对维多利亚教育证书（VCE）历史教师的访谈进行了话语分析，展示了Chen（2010）的亚洲作为方法作为一个创新概念框架的潜力，用于分析西方作为方法话语如何在这种背景下得到认可，复制和抵制。它认为，批判性的自我反思是至关重要的理解的影响帝国思维继续对主体性的形成和倍增的参考点，通过亚洲，自我和其他想象的课程。
Abstract Across the world, history curriculum is often criticized for being ethnocentric or for privileging a nation’s preferred historical narratives through which it imagines itself and the world. It is also a site through which ethnocentric narratives can be resisted. Within these debates there tends to be little consideration of the influences on the curricular decision-making of the teachers who actually enact curriculum. After decades of critique of Asia education policy in Australia, assumptions are still made about the so-called Eurocentric ways teachers engage with Asia-related history curriculum. The research reported on in this article seeks to establish a more complex understanding of these curricular practices in order to make visible the dynamics that shape the discursive construction of “Asia” and the “West” in the context of senior secondary history in Victoria, Australia. This discourse analysis of interviews with Victorian Certificate of Education (VCE) History teachers demonstrates the potential of Chen’s (2010) Asia as method as an innovative conceptual framework for analyzing how the West as method discourse gets recognized, reproduced and resisted in this context. It argues critical self-reflexivity is crucial for understanding the impact imperial thinking continues to have on subjectivity formation and for multiplying the reference points through which Asia, self and other are imagined by curriculum.