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[학술저널]

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洪仙伊

DOI : 10.18622/kher.2016.03.137.37

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초록

The purpose of this paper is to critically analyze the single narrative in the authorized “Korean History” textbooks and provide several suggestions for further improvement. This paper analyzed the adopted theories, used materials, and represented expression of the textbooks, specifically focusing on the topic of the social hierarchy system in the late Chosun Dynasty. The results of the analysis are as follows. First, a high percentage of authorized history textbooks for Korean high school describes the topic based on the ‘Dissolution Theory’, which has been denied in academia today due to its misunderstanding of source materials. Secondly, the authorized history textbooks for Korean high school tend to use the same visual materials derived from the government designated textbooks. In third, they share the same words and phrases that are originally from the government designated textbooks. Then, what causes such indistinctiveness of the textbooks? Three reasons can be underlined. First, the government’s over control on the national curriculum. Second, the government designated textbooks still remain in power and influential even though these are no longer used in schools. Lastly, the ‘Theory of Internal Development’ holds power and still has an impact, despite of its flimsiness in academia. All of these are the result of ‘memory-history’, which describes one’s country with a single triumphant narrative. Therefore, in order to achieve diversification, ‘disciplinary-history’ is necessary for students, and ultimately to the public.

목차

1. 머리말
2. 학계의 다양한 해석과 교과서 서술의 획일
3. 시각자료 선정과 문장 표현의 고착
4. 획일적 내용 구성의 원인과 개선 방향
5. 맺음말
참고문헌

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