出版社：National Institute for Compilation and Translation
摘要：This paper analyzes the one-guideline-one-version textbook and one-guideline-multiple-versions textbook using the perspective of Foucauldian discourse analysis. It points out that the discourse of returning to a one-guideline-one-version textbook produced a discourse space of interplay under concepts of knowledge, power, and a specific social culture context. Furthermore, it discusses the local and central government’s three main paths for revision of the law—accommodating public wishes, responding to current world trends, and relieving economic pressure on students and households—as discourse strategies. Finally, it points out the absence of a voice for students, teachers, other countries and educational organizations within this process and explicates the implications of the contention for textbook orientation in education and policy making.
