Guided by the tenet of sociology of school knowledge, this study examines 38 Taiwanese childrens trade books that share an overarching theme of the history of Taiwan published after World War II to uncover whether the seemingly innocent texts for children convey particular messages, perspectives, and ideologies selected, preserved, and perpetuated by particular groups of people at specific historical time periods. By adopting the concept of selective tradition and theories of ideology and hegemony along with the analytic strategies of constant comparative analysis and iconography, the written texts and visual images of the childrens literature are relationally analyzed to determine what aspects of the history and whose ideologies and perspectives were selected (or neglected) and distributed in the literary format. Central to this analysis is the investigation and analysis of the interrelations between literary content and the issue of power. Closely related to the discussion of ideological peculiarities, historians research on the development of Taiwanese historiography also is considered in order to examine and analyze whether the literary products fall into two paradigms: the Chinese-centric paradigm (Chinese-centricism) and the Taiwanese-centric paradigm (Taiwanese-centricism). Analysis suggests a power-and-knowledge nexus that reflects contemporary ruling groups control in the domain of childrens narratives in which subordinate groups perspectives are minimalized, whereas powerful groups assumptions and beliefs prevail and are perpetuated as legitimized knowledge in society.