2004年總統大選前後台灣出現許多電視政論節目，其中以劇作家汪笨湖主持年代MUCH台「台灣心聲」節目曾帶動台語政論風潮，引發「台灣心聲現象」，這個現象之後隨政治情勢變化等原因結束節目。政論節目召喚閱聽人的「認同」，閱聽人也對政論節目產生「迷」現象。政論節目與政治、國族認同結合，節目內容呈現特定符碼與意識形態。 / 本研究依據Hall的媒介文化模型，從這個概念研究產製流程、文本、與接收者解碼，了解其中的儀式性參與及最後形成的認同，透過「台灣心聲」政論節目的意義生產（編碼）與消費（解碼）面向，來觀察政論節目的文化產品意義。 / 本研究由研究者參與並觀察政論節目的運作流程，發現影響政論節目運作的因素包括收視率、主持人、政經大氣候、電視台小氣候等，呈現動態變化。本研究採論述分析法分析「台灣心聲」節目文本所呈現的認同意涵與意識形態建構。研究發現，當涉及族群及國族認同時，政論節目展演者在國家、台灣、中華民國、拚經濟等議題與符號上，呈現出運作差異範疇，透過符號運作政論節目區分出我者與他者的差異認同。 / 本研究深入訪問長期收看「台灣心聲」節目的閱聽人，了解閱聽人觀看節目的動機及認同；並採問卷調查法抽樣大台北地區大學生了解閱聽人選擇觀看的政論節目與其政治認同的關連性。深度觀看「台灣心聲」的受訪者強調認同「台灣主體意識」，台灣心聲的節目呈現形式、主持人風格、台語說書式模式並進一步產生了「迷」現象。 / Many political talk shows were brought forth in Taiwan before and after the 2004 presidential campaign. One of the shows, “Taiwanese Hearty Voice” in the channel “MUCH”, hosted by a playwright, Wang Ben Hu, surged the political talk shows in Taiwaness native tongue that caused the so-called “the phenomenon of Taiwanese Hearty Voice”. The phenomenon has waned while the political fever dropped and the show has ceased. Political talk shows arouse a sense of ‘identity’ among the audience and the audience is prone to be ‘fans’ of the shows. Political talk shows combined with politics and national identity present special encoding and ideology. / The thesis is based upon the Media Culture Model by Dr. Stuart Hall. From the model on the media process of production, text and the decoding of audience, the audience’s ritual participation and the finalized identity are studied. Through the political talk show case of “Taiwaness Hearty Voice”, I studied the media production of meaning “encoding” and comsuming “decoding” to explore the culture insight of the political talk show production. / The author of this thesis played both roles as participant and the observer in the show’s operation process and found the factors that affect the operation of political talk shows, such as ratings, who’s the host, political and economical climate at the moment, the atmosphere in the TV company, etc. They are dynamical. The method applied is discourse analysis, that analyses the identity insight and ideological structure presented by the text of “Taiwanese Hearty Voice”. It is found that, when involving ethnic and national identity, the participants of the show characterized distinct differences in the issues and encoding on “country”, “Taiwan”, “Republic of China” and “straining for economy”, etc. Manipulating the endcoding of political talk shows can distinguish the different identity between ‘we-group’ and ‘they-group’. / In order to understand the audience’s motivaton and identity, a survey is conducted to interview long-term audience of “Taiwanese Hearty Voice”. It adopted questionnaire survey and sampled college students in Grand Taipei area to correlate the choice of which political talk show to view and his/her political identity. In the survey, the audience who admits to be loyal audience of “Taiwanese Hearty Voice” emphasizes ‘the ideology of Taiwan’s identity’. “Taiwanese Hearty Voice” has presented its special form, host manner, and talk- show style in native Taiwanese tongue, which further produced a ‘fans’ phenomenon.

This dissertation analyzes how the concept of the ideal citizen is shaped linguistically and visually in Macedonian textbooks and how this concept changes over time and in concert with changes in society. It is focused particularly on the role of primary education in the transmission of language, identity, and culture as part of the nation-building process. It is concerned with how schools construct linguistic norms in association with the construction of citizenship. The linguistic practices represented in textbooks depict “good language” and thus index also “good citizen.” Textbooks function as part of the broader sets of resources and practices with which education sets out to make citizens and thus they have an important role in shaping young people’s knowledge and feelings about the nation and nation-state, as well as language ideologies and practices. By analyzing the “ideal” citizen represented in a textbook we can begin to discern the goals of the government and society. To this end, I conduct a diachronic analysis of the Macedonian language used in elementary readers at several points from 1945 to 2000 using a combination of qualitative and quantitative methods. I catalogue and chart the frequency of certain linguistic forms and changes in their usage over time and contextualize these choices and changes within the greater changes of the narratives in the books. I conduct a similar analysis of the visual depictions of identity in these textbooks and the content of the textbooks with respect to notions of identity, nationalism, and other cultural factors.

This dissertation analyzes how the concept of the ideal citizen is shaped linguistically and visually in Macedonian textbooks and how this concept changes over time and in concert with changes in society. It is focused particularly on the role of primary education in the transmission of language, identity, and culture as part of the nation-building process. It is concerned with how schools construct linguistic norms in association with the construction of citizenship. The linguistic practices represented in textbooks depict “good language” and thus index also “good citizen.” Textbooks function as part of the broader sets of resources and practices with which education sets out to make citizens and thus they have an important role in shaping young people’s knowledge and feelings about the nation and nation-state, as well as language ideologies and practices. By analyzing the “ideal” citizen represented in a textbook we can begin to discern the goals of the government and society. To this end, I conduct a diachronic analysis of the Macedonian language used in elementary readers at several points from 1945 to 2000 using a combination of qualitative and quantitative methods. I catalogue and chart the frequency of certain linguistic forms and changes in their usage over time and contextualize these choices and changes within the greater changes of the narratives in the books. I conduct a similar analysis of the visual depictions of identity in these textbooks and the content of the textbooks with respect to notions of identity, nationalism, and other cultural factors.