영국의 역사교육과정(1991)과 미국의 역사표준서(1996)에서 내용 선정 및 구성의 개념으로서의 젠더

강선주(Kang Sun-Joo) 한국여성학회 2008 한국여성학 Vol.24 No.2

본고는 역사를 중심으로 대표적인 공적 지식(official knowledge)인 교육과정이 여성/젠더를 어떤 방식으로 ‘포함’ 또는 ‘배제’하는가에 대해 영국과 미국의 사례를 검토해 보았다. 분석의 대상은 영국의 역사 교육과정(National History Curriculum of England, 1991)과 미국의 『역사 표준서』 기본판(National Standards for History Basic Edition, 1996) 이다. 1990년대 초 두 나라는 공통적으로 역사 교육과정과 역사 표준서를 통해 학생들이 학습해야 할 표준적인 역사를 국가 수준에서 제시하였다. 그리고 그 표준적인 내용을 선정 및 구성하는 개념으로서 젠더를 고려하였다. 전자가 ‘젠더 포괄’의 방향에서 내용 선정의 중요한 개념으로 젠더를 도입하는 것이었다면, 후자는 ‘삽입’의 방향에서 가능한 곳에서 젠더라는 렌즈를 동해 역사를 분석할 기회를 제공하는 것이었다. 두 나라가 젠더라는 범주를 좀 다른 방식으로 도입했지만, 젠더의 관점에서 역사를 분석할 기회를 제공했다는 점에서는 공통적이다. 한국에서는 사실 젠더가 역사교육에 어떻게 고려될 수 있는가에 대한 논의도 제대로 이루어지지 않은 상태이다. 그러므로 영국과 미국의 두 사례는 한국에서 젠더를 비롯한 차이를 만드는 다양한 범주가 공적 지식인 역사 교육과정의 내용 선정 및 구성의 개념으로 어떻게 고려될 수 있는가에 대한 유용한 시사점을 제공할 것으로 보인다. This article analysed how gender has been incorporated into the National History Curriculum of England(1991) and the National Standards for History the Basic edition (1996) in the U.S. As a result, it has found that the National History Curriculum of England incorporated gender as a main concept to select and organize the content while the National Standards for History in the U.S. included the standards for women and gender issues in mainly social and cultural categories of history. Although the national history curriculum and the National Standards for history took different strategies to include gender issues, they commonly recognized gender as an analytical tool of history. This article suggests that in order to cope with the multicultural society of today, we need to find a way to integrate diverse cultures and contributions of different social groups while developing in students the attitude to respect their unique cultures in the history classroom.

법ㆍ제도적 변화에 따른 국민임대주택 부대복리시설 설치기준 및 적용현황 분석

강선주(Kang, Sunju),정윤남(Jeong, Yun-Nam),김세용(Kim, Seiyong) 한국도시설계학회 2012 도시설계 : 한국도시설계학회지 Vol.13 No.3

본 연구는 국내 국민임대주택 관련 법제상의 부대복리시설 설치기준 변화와 시기별 특성을 고찰하고, 설계 및 계획단계에서의 적용현황을 분석함으로써 관련 법제와의 연계성 및 실효성을 검토하였으며, 이를 위해 한국토지주택공사에서 최근 10년 동안 계획한 국민임대주택을 대상으로 부대복리시설 적용현황을 분석하였다. 연구 결과, 국민임대주택 부대복리시설의 설치기준 및 특성에 따라 세 시기로 구분할 수 있었으며, 정책적ㆍ시대적 흐름에 따른 변화 배경에 따라 시설 항목별 기준의 변화과정 및 특성을 파악할 수 있었다. 또한 설치현황 분석 결과, 최소규정을 만족하는 것 외에 관련 법제와의 유기적인 연계 및 거주자 특성에 대한 반영과 능동적 대응이 부족한 것으로 나타났다. 본 연구는 국민임대주택 부대복리시설 관련 법ㆍ제도의 변천 과정에 대한 고찰을 통해 시기별 특성 및 정책적 변화를 파악하고, 적용현황을 함께 분석함으로써 국민임대주택 부대복리시설의 설치기준에 대한 실증적인 현황 및 문제점을 고찰하였다는 점에서 의의를 가진다. This research considered the transitions in standards and time-period characteristics of national rental housing service facilities by examining the connectivity and effectiveness of policy reforms through an analysis of their applications in the design and planning phase. It analyzed service facilities planned for national rental housing by the Korea Land and Housing Corporation (LH) over the past ten years. Through time series analysis, three distinct phrases were drawn according to shifts in standards and applications of national rental housing service facilities. It was concluded that the changes in processes and of standards characteristics followed the political and periodical flows of the era. The analysis also found that there was insufficient input from the residents in implementing the policy changes, only barely satisfying the bare minimum legal code.

‘다중시각의 역사수업’, 개념과 가치 충돌의 해결 방안

姜鮮珠(Kang, Sun Joo) 역사교육연구회 2020 역사교육 Vol.154 No.-

This paper reviewed how Korean and European scholars defined and have used of multiperspectivity and what ideological orientations or ethical stance they represented using the terms in the field of history education. A couple of Korean scholars used ‘다원적 관점(the pluralistic view)’ connoting ‘diverse view’ and ‘multicultural view’. However, a Korean scholar who introduced a German theory to Korea described multiperspectivity as a strategy to design history lesson based on historical methodologies. In Europe, multiperspectivity theorise are originated in ‘new history’ developed in the western Europe in the 1970s and spread to the Eastern Europe in the 1990s. International organizations in Europe, such as the European Council and EUROCLIO, have focused on multiperspectivity as a strategy to resolve conflicts between countries, ethnic groups and cultural groups and to visualize historically marginalized groups beyond a mono-cultural and a mono-ethnic perspective. The theorists argued that history teachers provide students with different sources or historical narratives to give opportunities to review different views within the frame of historical methodologies. When applying multiperspectivity in history class, different values may collide as students evaluate events based on their different identifies. To resolve the value conflicts, scholars have taken different approaches: a pluralistic approach, an integral approach, and a discipline-oriented educational approach.

역사교육의 목적과 초등학교 교사의 역사교육관

姜鮮珠(Kang Sunjoo) 역사교육연구회 2008 역사교육 Vol.108 No.-

The article discusses aims of school history and explores elementary teachers' views on aims of history. For this purposes, the articles that discussed on aims or use of history were reviewed and five elementary teachers were interviewed. In this study, the aims of school history are divided into eight categories: 'history as preservation of cultural heritage', 'history as revival of greatness', 'history as moral virtues', 'history as analogy to solve present problems', 'history as evolution to the present', 'history as deconstruction', 'history as a way of knowing', and 'history as an insight into society and humanity'. This article finds that most of the teachers interviewed want to pursue history as preservation of cultural heritage. However, the teachers also emphasize 'history as revival of greatness', 'history as moral virtues', 'history as analogy to solve present problems', 'history as evolution to the present', and 'history as a way of knowing'.

영국의 역사 교육과정의 쟁점 - 2014 교육과정을 중심으로 -

강선주 ( Kang Sun-joo ) 역사교육학회 2017 역사교육논집 Vol.65 No.-

This paper analyzes the history program of study in the national curriculum of England. If we look at the history of history curriculum in the UK, we find that the British history education community has also dealt with similar issues of Korea. This paper reviews the issues related to the history curriculum in England and makes some suggestion to the Korean history education community, with regard to how history curriculum should be structured, how to slim down history curriculum, how to incorporate the issue of diversity, how to teach historical thinking, etc.

해방 이후 역사 교육과정 개정을 둘러싼 쟁점

姜鮮珠(Kang Sun-Joo) 역사교육연구회 2006 역사교육 Vol.97 No.-

This paper undertakes an exploration of issues around history curricula developed since 1945 in order to help history educators assess strengths and weakness of school history. This paper seeks to answer the following questions: in developing history curricula what have been issues and problems to which history educators give rise? What directions should history education take to solve those problems? This paper points out that since the time the school curriculum was first developed, the social studies, which at first put history, geography, and social sciences in juxtaposition and later required the three subjects to be integrated one course in a way that any integration theories wouldn"t support, a nationalist approach to Korean history, and a weak status of world history in the social studies curriculum have been the main issues and caused problems in history education. These problems remain unsolved. In order to solve those problems, this paper suggests, history educators first develop teaching strategies to link history with other subjects, second develop a history curriculum that includes a history course, into which integrates Korean history and world history, and third pay their great attention to curricular theories.

박물관의 감정적 전시, 방문객의 감정이입, 그리고 역사교육과 유산교육

姜鮮珠(Kang, Sun Joo) 역사교육연구회 2022 역사교육 Vol.161 No.-

A museum is a place for emotions and actively engages in emotional work. The museum has been active in constructing nationalism and patriotism. However, since the memory boom, museums began to represent the past with personal stories and heritages that can rupture the nationalist narrative. In particular, museums tend to expand emotional exhibitions to represent the painful and traumatic past while actively accepting the paradigm shift of ‘emotional turn’. Some museum researchers and practitioners argue that museums should realize its social responsibility for social justice through emotional exhibition. They believe that emotional exhibitions can evoke visitors’ empathy and sympathy, which can be a driving force for changing visitors’ opinions on social problems. In this article, emotional exhibition techniques that represent the sensitive past, and empirical studies on visitors’ emotional responses and empathy were reviewed and analyzed. According to the studies, the majority of visitors to the museum have not not respond emotionally to emotional exhibitions, and even if they did, few experienced a fundamental change in their perspectives or opinions. However, there were a small number of visitors who engaged emotionally to past events or empathized with victims and changed their perspective or opinions. Teaching and learning in museums needs to be structured in such a way that, paying attention to those points, it challenges learners’ habituated cognitive and emotional responses to specific events or figures and provides opportunities for self-reflection on their perspectives and emotions.

세계화 시대의 세계사 교육 : 상호관련성을 중심원리로 한 내용구성

姜鮮珠(Kang Sun-Joo) 역사교육연구회 2002 역사교육 Vol.82 No.-

What we teach about the history of the world in the high schools mostly shapes the future citizens" images and ideas about the world, because after graduation, most of the students will never again be exposed to any other kinds of courses that teach about world history or even world problems. Therefore, decisions about what to include and what to exclude from the high school world history course, how the course should be structured, and what the viewpoint for such a course should be are important. Today"s world of globalization demands history educators to revise world history courses to make them relevant to the social demands of the day. Peoples in the every comer of the world have, more than ever, interacted with inescapable intensity. Such increasing contacts between individuals through trade and travel, on one hand, urge for the global identity uniting peoples in the world and on the other hand. demand for awareness of and tolerance for multicultural characteristics of the human society. In this multicultural and global climate, there is no merit in a conventional way of teaching world history, which is a juxtaposition of the histories of different continents or cultures. Each civilization and people has had its own trajectory of development. It is important that each civilization should be understood in its own terms. However, organizing world history with separate civilizations as the primary units has little value. This is because first examining all civilizations and all nations" and peoples" histories from ancient times to the present is impossible to sustain. Anyone attempting to do this either omits most of history by default or moves so rapidly that each epoch and each civilization can only receive cursory attention. Moreover, many of the most important events in history, even in ancient times, have been played out on a map bigger than any single country or civilization. Therefore, each civilization should not be irrelevantly studied as just a fragment of world history, which would impede students to see the grand movements of world changes. This study underscores that world history should give attention to new problems and issues created by increasing cultural and ethnic pluralism and intensified global interdependence in the present world. In this respect, this study emphasizes cross-cultural interaction as a core organizing principle of world history and examines values of the interregional approach to construct world history. World history constructed with an interregional approach can be organized around big events whose impact was wide enough to involve peoples of differing cultures in a shared experience. These big events, then, would provide the common reference point for investigating and comparing other events and trends that related more narrowly to particular civilizations and cultural groups. Examining participation of the world"s peoples in processes transcending individual societies and cultural regions can give a new meaning to the study of world history: that is, by providing those experiences in which a large number of people transcending cultural and political borders involved, students can better identify themselves as participants in the process of world changes.

“VO 不 C”结构在北京话中消失的年代

姜先周 ( Kang¸ Sunju ) 한국중국언어학회 2023 중국언어연구 Vol.- No.107

能性述补结构“VO不C”在近代汉语中逐渐为“V不CO”结构所替换, 这是一个非常漫长的过程。本文通过分析≪儿女英雄传≫≪三侠五义≫≪小五义≫≪续小五义≫这4部反映清末北京话的小说中的“VO不C”, 说明“VO不C”在清代中晚期仍有用例, 但有一个限制:宾语是单音节的人称代词。“VO不C”在北京话中完全消亡的时间, 当不早于清末。 It is generally believed that the construction VONegC (V stands for verb, O for object, Neg for negation adverb, and C for potential complement) has vanished long before Modern Mandarin Chinese. By investigation of four novels written in Beijing Mandarin of Qing time, the paper, however, shows that this structure was still in use up till the mid-Qing and late-Qing period, though with a significant limitation. That is, O is restricted to a monosyllable person pronoun. It could be reasonably concluded that VONegC disappeared in Beijing Mandarin no earlier than the end of the Qing Dynasty.

공적개발원조(ODA)의 목적에 관한 진화론적 담론:

강선주(Seonjou Kang) 국제개발협력학회 2011 국제개발협력연구 Vol.3 No.2

The objective of ODA is to contribute to economic development and the welfare of developing countries. However, being international transactions with the use of taxpayers money, ODA also carries the nature and structural role that make it inseparable from donor s national interests. Thus, the objectives of ODA can be categorized into four: recipient countries development, humanitarian assistance, donor countries security, and donor countries economic gains. Each of the four ODA objectives is not only an objective in its own right but also a means to achieving the others. They are interdependent. Furthermore, historically the objectives of ODA were not fixed but have been continuously redefined in response to changes in the historical, political, economic, socio-cultural conditions in both donor and recipient countries. Beginning as a temporary diplomatic tool in the face of Cold War, ODA has evolved over time as a tool to promote recipient countries development. One implicaton of this evolutionary nature of ODA is that support for ODA in developed countries is conditional upon its effectiveness. In proportion to increase in ODA, demand for ODA effectiveness will also rise in the future. To that effect, it is necessary to enhance organizational capacity to manage ODA more efficiently