印度历史教科书中的中国形象

历史教科书是建构民族成员历史记忆乃至民族认同的重要媒介之一。在印度民族认同建构中,历史教科书如何认识中国这一历史悠久的邻国和定位中印关系,无疑具有重要意义。通过研究印度中央和六个邦现行的高小(6~8年级)、初中(9~10年级)阶段历史教科书,可将印度历史教科书中的中国形象按印度史的分期大致分为近代前、近代、独立后三个时期。近代前,中国是印度在世界范围内的主要贸易伙伴、友好邻国、物质文明大国,而在精神文明领域,中印是"学生-精神导师"关系。其中,西藏被塑造为印度文化圈的成员,而非中国的一部分。步入近代后,中印同样在帝国主义殖民浪潮冲击下,经历了衰弱和被剥削的文明古国,印度的教科书将中国视为"难兄难弟"。独立后,中国仍然被书写为国际格局中重要的一极,但中印之间围绕边界、涉核、涉巴等问题,形成了一定程度的对立,中国也开始在教科书中被视为对手和威胁。此外,印度的世俗民族主义、印度教民族主义和地方视角也导致了教科书中中国形象的差异性建构。

China's Image in Indian History Textbooks

History textbooks are one of the important media to construct the historical memory and national identity of a nation. In terms of the construction of Indian national identity, how to understand China, the neighboring country since ancient times, and how to understand the relationship between China and India in history textbooks are undoubtedly one of the important dimensions of the study. After researching on the history textbooks of Indian upper primary schools(Grade 6~8) and secondary schools(Grade 9~10) issued by central government and 6 stategovernments, a conclusion has been drawn: China’s image in Indian history textbooks can be divided into three periods according to Indian historical periodization: premodern period, modern period and post-independent period. Before modern times, China was India’s main trading partner, friendly neighbor and a material civilization power in the world and had established "sisya-guru" relations with India in the field of spiritual civilization. After the independence of India, China was still regarded as an important part in the international landscape, but China and India were antagonistic towards each other to some extent around the boundary, nuclear and Pakistan-related issues, and China began to be regarded as a rival and threat in the textbooks. Besides, India’s secular nationalism, Hindu nationalism and local perspectives also influence China’s image in Indian history textbooks.