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The purpose of this article is to suggest strategies for how to incorporate world history in the high school East Asian history textbook. Students study world history together with Korean history in a required course in middle school and study world history, East Asian history, or Korean history as an elective in high school. The high school course in East Asian history requires students to focus on East Asian history, but does not ask them to put it in a world history context. However, to help students transcend parochialism, the textbook writers could incorporate world history into the East Asian history textbook.
How can the writers bring a world history context into East Asian history in their East Asian history textbook? To answer this question, I analyzed two East Asian history textbooks in terms of their strategies for incorporating world history and their organizing themes and narrative structures of world history added onto East Asian history.
I pointed out problems of Eurocentrism in the narrativeof the 2009 revised middle school world history curriculum and suggested different organizing themes of world history that could be added to high school East Asian history byreducing Eurocentrism. In addition, I examined current issues and questions in the area of East Asian history and suggested an intercultural perspective to organize world history and East Asian history.
In sum, I suggested that the world history added onto high school East Asian history could be organized from a global history perspective in a narrative format or an inquiry activity format. In particular, I emphasized that intercultural interaction transcending cultural or ethnic barriers could be the focus of world history.
How can the writers bring a world history context into East Asian history in their East Asian history textbook? To answer this question, I analyzed two East Asian history textbooks in terms of their strategies for incorporating world history and their organizing themes and narrative structures of world history added onto East Asian history.
I pointed out problems of Eurocentrism in the narrativeof the 2009 revised middle school world history curriculum and suggested different organizing themes of world history that could be added to high school East Asian history byreducing Eurocentrism. In addition, I examined current issues and questions in the area of East Asian history and suggested an intercultural perspective to organize world history and East Asian history.
In sum, I suggested that the world history added onto high school East Asian history could be organized from a global history perspective in a narrative format or an inquiry activity format. In particular, I emphasized that intercultural interaction transcending cultural or ethnic barriers could be the focus of world history.
목차
Ⅰ. 머리말
Ⅱ. 2007 개정 교육과정의 동아시아사 교과서에서 세계사 연계 방안
Ⅲ. 동아시아사 교과서에서 세계사를 연계하기 위한 관점 설정
Ⅳ. 동아시아사 교과서에서 세계사 연계 개선 방안
Ⅴ. 맺음말
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UCI(KEPA) : I410-ECN-0101-2014-910-003261043