사회과 교육과정에 나타난 평화교육의 특징과 과제 = Peace Education in the Korean Social Studies Curriculum: Characteristics and Challenges

다국어 초록 (Multilingual Abstract)

This study examines the content and orientation of peace education as reflected in the Korean social studies curriculum in order to identify key directions for its future development. Since World War II, the field of peace studies has evolved from a traditional focus on criticizing war and militarism to a more critical framework grounded on Galtung’s theory, which emphasizes addressing structural and cultural violence and promoting social justice. Drawing on this theoretical foundation, the study analyzes Korean social studies curriculum documents from the 7th National Curriculum to the 2022 revised version. The analysis is guided by three criteria: the conceptual depth and scope of peace, the thematic comprehensiveness across multiple dimensions, and the presence of a critical and transformative orientation. Findings indicate that earlier curricula primarily emphasized a passive conception of peace, focused on international conflict and Korean unification. However, more recent revisions reflect a gradual shift toward a more active peace framework, incorporating elements of global citizenship and ecological transition education. Despite this progress, limitations remain—particularly the continued dominance of unification-centered narratives and the insufficient integration of peace education into everyday school practices. This study argues that peace education within the social studies curriculum should be fundamentally restructured to holistically address structural violence, support ecological sustainability, and foster global civic solidarity.