教科書是教師教學和學生學習最重要的素材。然而,教科書除了是知識傳達的媒介,更是國家政府塑造國家認同的宣傳媒介,尤其在馬來西亞這麽一個多元族群、多元文化的國家,要將多族群認同糾合在一個集體的國家認同上,公民教育教科書成了重要的途徑之一。為了解構教科書中的「知識佈局」,揭露其中所傳達的國家認同之政治背後企圖宰制的意識型態,本研究選擇馬來西亞國民小學與國民型華文小學四至六年級所採用不同語言版本的公民教育教科書為研究對象,運用批判論述分析法分析教科書中的國家認同論述,再針對兩者所涵蓋的國家認同內涵進行比較。研究分析結果獲致以下主要發現: 一、馬來文版與華文版表面一致兼重於呈現五大民族之民族主義式的民族認同論述與自由民族主義式的國族認同論述;背後卻潛藏族群位階及弱化族群衝突可能性。 二、馬來文版與華文版表面皆傳達五大民族的民族傳統文化認同論述,自由主義式的多元文化認同論述及社群主義式的社會文化認同論述;背後卻淡化少數族群文化及隱含文化刻板印象。 三、馬來文版與華文版表面一致蘊含「政府為主,人民為輔」的制度認同論述,並褒揚政府存在有利於民;背後刻意弱化人民的主體能動性及潛藏父權式政治運作的權力關係。 四、馬來文版與華文版中的國家認同內涵同多於異,一致側重於以族群文化認同構成社群主義式的國家認同,唯馬來文版側重於塑造族群認同,華文版則聚焦於形塑文化認同;高一致性的教科書知識結構明顯反映官方的威權控制。 整體而言,馬來文版與華文版所塑造的國家認同論述中,表面上呈現和諧共存的意象,背後卻隱藏著宰制論述與不平等的位階關係。本研究結果提供未來教科書編撰、教師教學與後續研究之參考。
Textbooks are the main source of learning material for students. However, they are also the medium for governments to build up national identity, especially for Malaysia being a multi-ethnic and multi-cultural country. Civic and Citizenship Education textbooks have become an important way to promote national identity over ethnic identity. Therefore, this study aims to analyze the public primary schools Civic and Citizenship Education textbooks of Malaysia, which between Malay-medium National Schools and Mandarin-medium National-type School, with a CDA framework in order to deconstruct the discourse of national identity and political ideologies. Results of this study indicated that both versions of textbooks presented the image of harmonious coexistence of multi-ethnic and multi-cultural in national identity discourse, but hidden the dominant discourse with unequal relationship. To conclude, this study may be of important in exposing the political ideologies behind the texts, as well as in providing teachers with a better understanding of how to lead students in constructing their self-identity and national identity without over relying on textbooks.