‘동북공정’ 전후 중국 역사교과서의 한국사 인식과 서술 변화에 대한 검토

Abstract

Twenty years have passed since China officially implemented the “Northeast Project.” This study revisits the correlations between the Northeast Project and Chinese history textbooks, the changes in the description and perception of Korean history in the textbooks after the Northeast Project, their impact and implications on Korea-China relations. According to “Changes in the description of Koguryo in Chinese history textbooks,” written by Ma Dazheng who led the Northeast Project, the revision of history textbook was presupposed and prepared on a national scale since even before the official launch of the project. This can serve as an important clue to reveal China’s intention to incorporating the historical perception of the “Northeast Project” into Chinese history textbooks. This study, based upon such awareness, discusses the descriptions about Gojoseon, Koguryo, Balhae, modern Korea-China relations, and the Korean War. This article also touches upon the changes in the description of the “Great Wall” which has the same context as the project’s historical perception, although it is not part of the agenda of the Northeast Project. Furthermore, some descriptions of Goryeo and Joseon have also been included in the scope of this study in order to discuss the premodern and modern history diachronically. The “unified multi-ethnic nation theory,” which is the key of the “Northeast Project” was applied to China’s history education, starting from the curriculum of 1980 to abbreviate the description of Koguryo and omit Sui and Tang’s war against Koguryo. Balhae history was incorporated into Chinese history even earlier, starting from the 1963 curriculum. The Chinese curriculum in the 1980 educational program began stating that Balhae had been a local government located within the border of China. The historical perception of the Northeast Project can also be observed in the description of Gojoseon. The history textbooks see the Han period when the Four Commanderies of Han were installed as the key period to describe Gojoseon from the Chinese point of view. The textbooks emphasize that Wiman Joseon was founded while many Chinese people were seeking asylum from the political turmoil during the Warring States, Jin and Han periods. The description of the Imjin War stresses the relationship between Joseon and China, represented by the idiom, “without the lips, the teeth feel the cold.” When it comes to the modern history, many textbooks do not mention Article 1 of the Shimonoseki Treaty which stipulates the independence of Joseon as part of their description about the Sino- Japanese War. Attention should be paid to the fact that the textbooks reflect China’s historical perception regarding the subordinate relationship between the Korean Peninsula and China. In the same context, the textbooks justify China’s participation in the Korean War from China’s point of view by stating that the United States invaded the Korean Peninsula and started the Korean War, and North Korea requested China to enter the war. Chinese history textbooks published in 1982 used the map of the Great Wall from the Ming Dynasty which marks the Amnok River as the eastern end of the Great Wall. The descriptions of different historical issues between Korea and China show that Chinese history textbooks were already reflecting the historical perception of the Northeast Project even before its implementation. As Korea-China relations were aggravated due to the controversies surrounding the Northeast Project, the descriptions about Koguryo in the Chinese textbooks have been abbreviated or removed to avoid conflict over sensitive issues in consideration of the oral agreement on five items regarding the distortion of Koguryo history. However, the historical perception of the Northeast Project still persists in the textbooks. Descriptions of not only Koguryo but also the premodern history of Korea have mostly gone and the information about Korea’s modern and contemporary history has also been reduced to a great extent. The explanation about the Sino-Japanese War has been minimized as well. The textbooks no longer discuss the Righteous Army War and the March First Independence Movement, which used to be taught as part of the world modern history. China is expanding the Sino-centric view of history that puts forward the Chinese civilization centered around the Han Chinese while maintaining the perspective of cultural diffusionism where the Chinese civilization holds a dominant position and thus marginalizing the history of non-Western and small nations. In late 2011 when ten years had passed since the implementation of the Northeast Project, the Chinese government was concerned about some movement that challenged its state-centric historical perception with the continuous reform and opening of the country and consequently began to emphasize history education as part of patriotic political education. Xi Jinping who came to power during the 18th National Congress of the Communist Party of China (CPC) in November 2012 requested the establishment of a national textbook committee, arguing that the publication of textbooks falls within the scope of government authority. This was because territorial and historical issues in East Asia were intensifying in conjunction with postsocialism, conflict with minority groups, the gap between the rich and poor, and changes in the international order. In 2017, when Xi Jinping started his second term, National Textbook Committee was established for the first time since the foundation of the People’s Republic of China and China officially announced its plan to standardize history textbooks for middle school education. The new edition of Chinese history textbooks strongly reflect the territorialist view of history, the unified multi-ethnic nation theory, One Belt One Road Policy, and other guidelines defined by the leadership of the CPC. Their description about Korean history, including Koguryo and Balhae, still presents issues associated with the historical view of the “Northeast Project.” In particular, the textbooks define the East Asian system as a “tributary system” and describe Joseon as a subordinate of China. The description about “anti-America and pro-Joseon” efforts, meaning the Korean War, is an important tool to maintain the socialist system of China, being used to put emphasis on strong patriotism and revolutionary heroism. It shows that the country is utilizing its own story about the Korean War as a stimulant to urge Chinese people to stand in solidarity while its conflict with the US is intensifying. It is predicted that the Korean War will gain more importance as a tool to encourage anti-US sentiment as the two countries’ strategic competition aggravates further. This year marks the 30th anniversary of diplomatic ties between Korea and China, but the two states’ relationship is in a worse shape than what we had 10 and 20 years earlier. China’s view of history, demonstrated by the Northeast Project, is bluntly reflected in the Chinese history textbooks, contributing to the continuation and intensification of the historical conflict between the two nations. Now, therefore, is the time for scholars in and outside of Korea to study, interact, and discuss with one another to find solutions to the issues surrounding the description and perception of Korean history in Chinese history textbooks.