台湾社会学刊,2009年6月 第42期,页143-188
研究纪要
战后台湾国小教科书中的障碍者意象 分析
张恒豪 苏峰山
张恒豪 南华大学应用社会学系暨社会学研究所助理教授(henghaoc@gmail. com),苏峰山 南华大学应用社会学系暨社会学研究所副教授(starry@mail.nhu. edu.tw).本文研究接受国科会计画(NSC 97-2410-H-343 -008 -MY2)的补助.初 稿曾发表於台湾教育社会学年会2008年5月30-31日.感谢周平,陈珊华,何明修, 梁莉芳在本文进行不同阶段的建议,特别感谢杨宗儒,王雅铃在本文资料搜集以及 整理上的协助,黄政闳在编辑,校稿上的协助.学刊的三位匿名评审的指正使得本 文得以完成,在此一并致谢. 收稿日期:2008/7/28,接受刊登:2009/4/4.
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中文摘要
台湾关於性别,族群关系,阶级等差异与不平等的教科书研究,已 经累积了显著的成果,但对教科书中障碍者意象批判性的反省却十分缺 乏.本文运用内容分析,检视1952到2003年间国小教科书中障碍者的意 象,包括身心障碍者的角色出现的数量,类型与诠释的方式.同时,本 文将从障碍研究的角度出发,探讨在不同的历史阶段中,台湾身心障碍 者的意象在国小教科书中的社会建构.并从障碍研究的角度,针对教科 书中障碍者意象的再现提供批判性的反省.针对国小教科书的内容分析 中,我们指出台湾国小教科书中身心障碍者再现的几个特点:(1)身 心障碍者在课本中出现的比率非常少.在包含障碍者的课文中,障碍 者的意象以肢体障碍为主,心智障碍者几乎不存在;(2)指称方式从 「残废」,转变为「(身心)障碍者」;(3)两极化的障碍者意象: 课文中身心障碍者的论述不是可怜的,需要帮助的,就是励志的,可以 鼓舞一般人的;(4)「障碍」被定义为个人问题,忽略了社会环境所 造成的障碍;(5)缺乏身心障碍者的声音与世界观,也缺乏障碍者的 异质性及多元文化观点的讨论.
关键词:障碍研究,内容分析,教科书,社会模式观点的障碍,健常能 力偏见
Taiwanese Journal of Sociology, June 2009, 42: 143-188
Representations of Disabled People in Elementary School Textbooks in Post-War Taiwan
Heng-hao Chang
Department of Sociology, Nanhua University
Feng-San Su
Department of Sociology, Nanhua University
Abstract
Many researchers have investigated representations of class, gender, ethnicity, and sexuality in Taiwanese textbooks, but few have focused on representations of disabilities. In this paper, the authors use content analysis procedures to explore frequencies of appearance, categories, naming, and portrayal of disabled persons in elementary school textbooks from 1952 to 2003. We also explore representations of ableism ideology in textbooks from a perspective of disability studies. According to our ndings, disabled persons are signicantly underrepresented in textbooks, and those that are represented mostly have physical disabilities; people with mental illnesses are almost completely overlooked. Second, we noted a change in the term used to refer to people with disabilities, from cán fèi (handicapped) to zhàng ài zhe (disabled persons). Third, people with disabilities are usually portrayed as "the other," in need of assistance or serving as inspirations for people without disabilities. Fourth, disabilities are dened as individual rather than social problems. Fifth, disabled persons in textbooks are mostly voiceless. No discussion was found regarding the worldview of disabled persons, and few discussions addressing

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