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朴珠鉉(Park, Joo-Hyun),陳在管(Chin, Jae-Gwan) 역사교육연구회 2013 역사교육 Vol.128 No.-
This study intended to examine the ways in which a range of approaches to national identity in history education deal with the issue of cultural diversity and ‘shared’ history. First, attention is paid to the question of how to mainstream minority history by illustrating the examples of curriculum changes and innovative approaches to teaching and learning history in the UK. Second, this study aimed to explore how the disciplined ‘conversation’ of historical study can get teachers talking across the divide by drawing on the main challenges at the root of constructing a lesson sequence and resources on the Ottoman period in Cyprus in one of AHDR(Association for Historical Dialogue and Research) project. In conclusion, some suggestions for the design of more representative curriculum and more inclusive teaching approaches to ‘minority’ history can be summarised as follow: Most of all, it is important to note that teaching multi-ethnic history without tokenism can help students reflect on the issue of whose story has been ‘hidden from history’, thus leading to bring in the question of historiography. Bearing the main findings of the AHDR project, it is also worth noting that students who can problematise the very idea of any monolithic narrative of the period would wrestle with the task of constructing historical accounts from a diversity of competing stories by exploring varied perspective in the light of sources in question.