문헌고찰을 통한 군 간호실무의 결과지표 규명

강선주 ( Sun Joo Kang ),이선미 ( Sun Mee Lee ) 국군간호사관학교 군진간호연구소 1998 군진간호연구 Vol.16 No.-

샘 와인버그 著, 한철호 譯 『역사적 사고와 역사교육』 책과 함께, 2006

姜鮮珠(Kang Sun-Joo) (서평자) 역사교육연구회 2006 역사교육 Vol.99 No.-

학생의 다양성과 역사교육

姜鮮珠(Kang Sun Joo) 역사교육연구회 2018 역사교육 Vol.148 No.-

This paper examines empirical studies of students from various ethnic backgrounds in Europe and North America, analyzing their historical identity and thinking about how to consider student diversity in history education. Many empirical studies conducted in the 1990s and early 2000s have examined and analyzed the relationship between the student’s historical identity and the student’s racial and ethnic backgrounds and found that the “given situation” of the student’s race, ethnicity, religion, gender influence the students’ selection of historical interpretation and narratives and their historical identities. However, recent studies have emphasized that not only students’ “given situation” but also their social awareness of social problems are important factors influencing their selections of historical significance and construction of their historical identities. Therefore, in historical education, the diversity of students needs to be redefined not only by the given situation of the student’s race, ethnicity, religion, gender but also crossing artificial compartments of such conditions.

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.

역사교육의 내용 선정과 조직 연구의 현황 및 문제

姜鮮珠(Kang Sun-Joo) 歷史敎育硏究會 2010 역사교육 Vol.113 No.-

Current social and academic changes and increasing experionental studies about learners in the history class require history eduction researchers to re-examine, re-think, and re-develop new principles of content selection, organization, and structure. In particular, the postmodernist view on knowledge and history has had an significant impact on what history should be taught and how it should be organized. In this context, this article examines previous studies about content selection, organization, and structure in the history course. It questions how history content can be defined and suggests what kinds of further studies are needed.

역사교육계의 역사의식 이론과 학생들의 역사의식 조사 연구에 대한 검토

강선주 ( Sun Joo Kang ) 역사교육학회 2013 역사교육논집 Vol.51 No.-

This article examined how ‘historical consciousness’ has been conceptualized and studied in the field of history education since 1960s in Korea and revealed that there have been two different approaches to historical consciousness: one approach focused on students` cognitive development in understanding history and the other was mainly related with offering an insight into historiographic agenda in history study as well as teaching. This article suggested that for further development of theories and studies on historical consciousness, scholars and educator in the field of history education examine and discuss on the theories taking into consideration different approaches to and purposes of studying historical consciousness not only in Korea but also foreign countries.

유럽중심주의 담론을 통해 본 역사교육의 과제

姜鮮珠(Kang, Sun-Joo) 역사교육연구회 2014 역사교육 Vol.131 No.-

From the beginning of teaching world history with the first national curriculum(1954), history educators have criticized Eurocentrism of school world history. For several decades, they have sought ways to transcend Eurocentrims. In the 2000s, history educators adopting the postmodernist method of discourse analysis and pursuing postcolonialist agenda to transcend colonialism, they highlighted that the role of western Europe was exaggerated in narrating modern transformation and demanded that the genealogy of modernity be re-introspected and rewritten. Taking a step further than criticizing Eurocentric theory of European creation of modernity, currently, scholars in postmodern and postcolonial critical theories problematize thinking structures and analytic categories produced in modern, capitalist, industrial and imperialist Europe. They assert that modern discipline of ‘history’ itself is a representation of structural Eurocentrism and without demolishing history and modernity. This article examines the challenge of postmodernist and postcolonialist discourses of Eurocentrism in history education and suggests that reflecting the changed world, educators address the problem and indadequacy of old cannon.

박물관 주도 학교연계 박물관 역사교육의 내용 선정 및 구성의 틀 - 국립중앙박물관을 중심으로 -

姜鮮珠(Kang, Sun Joo) 역사교육연구회 2021 역사교육 Vol.157 No.-

It is necessary for history museums to give teachers and students opportunities to explore history transcending the structural limitations of school history. This article intended to propose the framework of the content selection and organization for history teaching in museum linking with school curriculum. For this purpose, this article conducted a survey and in-depth interviews for middle school history teachers. As a result, this article proposed that museums select and organize topics and museum objects in teaching history in school-linked museum class in the following framework: first, ‘drawing a big picture of the past with museum objects: an in-depth study of the topics that students are supposed to study in school’; second, ‘exploring new historical topics: an aceess to different historical aspects from those in history textbooks’; third, ‘cross-checking students’ history knowledge that they have learned from diverse media’; fourth, ‘understanding the plurality of historical interpretations: constructing history differently from what they are to do in school’; fifth, ‘connecting time and space and exploring history: understanding historical continuity and change based on museum objects and cultural process in historical contexts.’ This article will stimulate the discussion of the definition and direction of museum and school-linked history education organized by the museum and present the direction of history education that history museums as public history institution should take.

논문 : 미국의 세계교육을 둘러싼 논쟁 - 다원론적 관점과 국익중심 관점

강선주(Sun Joo Kang) 한국미국사학회 2001 미국사연구 Vol.14 No.-

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.