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- 저자 : 張로사(Jang, Rosa) (검색결과 2 건)
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張로사(Jang, Rosa) 역사교육연구회 2016 역사교육 Vol.140 No.-
Overcoming Eurocentrism can be started from analyzing narrative context of European history, usually accepted in formalized ways, in world history textbooks. This paper discusses the changes and the limits of story arcs in the textbooks released around the 2009 revised national curriculum that includes research trends of ‘New World History’, focusing on the Age of Exploration and Absolutism, formalized as an economic and political origin of the formation of late modern states in high-school world history textbooks. Base on the analysis, the alternatives of story arc are also presented. While some textbooks crushed the narrative structure that described the Age of Exploration as an origin of modern Capitalism development, many of them changed only small part of narratives or terminologies. In addition, the processes of exploration, seeking sea routes ‘New’ only to European people, are mainly about explorers, their adventurous spirits and routes themselves. Also, absoluteness is still with strongly emphasized absoluteness of monarchy and backwardness of Eastern Europe, compared to formality of Western Europe, even though it sometimes highlights characteristics of centralism. In order to change the formalization, various alternative story arcs should be provided to students to help them have critical views toward mythicized past in the history, not curriculum revision-led changes. Using the story arc teachers need to guide their students to understand diversity and tentativeness of interpretation of history, not a single view about past, and view contemporary world critically.
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일본인 다문화가정 자녀의 위치성과 역사인식에 관한 사례 연구
張로사(Jang, Rosa) 역사교육연구회 2020 역사교육 Vol.153 No.-
In history class, children in multicultural family are confused about their identity beyond intellectual conflict when experiencing clash between ‘official history’ taught in school and their sociocultural backgrounds. Especially, confusion of those who have Japanese father or mother is even increased due to complex interaction of multicultural background and historical conflict between Korea and Japan. Therefore, in order to explore historical recognition of students, ‘positionality’, sociocultural backgrounds or situation, has to be understood. This paper is a qualitative study about what forms of historical recognition sociocultural positionality is expressed in, by conducting survey with selection type questions, after-survey interviews and in-depth interviews with seven children from Japanese multicultural families. The main discussion points are “what the factors are that affect the positionality of children in Japanese multicultural families when it operates as the basis of history recognition”, “In what shape the characteristics of historical recognition are expressed” and “what implications the features of their historical recognition have toward their history study”. ‘Distancing with tolerance to positionality of learners’ proposed from this study will help students in multicultural environments grow as members of society build community, better understanding, admitting and respecting themselves and others.
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