고등학생의 ‘반중 감정’과 역사교육: 서울 A고등학교 학생들의 중국 상상과 한국 상상

Abstract

Recently, there have been many reports indicating a rapid spread of anti-Chinese sentiment among young people. This article delves into the propagation of such sentiment among high school students, analyzes its nature, assesses the likelihood of its transformation, and explores the role of history teachers in this context. Many high school students, around the age of 17, harbor negative feelings toward China. They perceive China as attempting to erode Korean culture, causing harm, and view it as an uncivilized communist nation. This act of “imagining of China“ by high school students was intertwined with the act of imagining the United States, Western Europe, and Japan as developed nations, while regarding South Korea as a prosperous and emerging developed country. Students' anti-Chinese sentiments often rest on information that is dubious in terms of its veracity and unclear in terms of its origin. Although widespread, this anti-Chinese sentiment lacks a solid foundation in systematic knowledge and is not deeply entrenched. Consequently, managing extreme anti-Chinese propaganda is unlikely to lead to collective action. While anti-Chinese sentiment shares similarities with hate, it should not be hastily labeled as such, nor should it be compelled to conform to correctness. These sentiments are culturally shaped and rooted in a long history of experiences. History educator should assist students in reflecting on their emotions and encourage them to envision alternative perspectives. History educators ought to critically examine whether textbook narratives have contributed to the formation of an exclusive national identity. Greater emphasis should be placed on teaching literacy skills. Additionally, the role of emotions in historical education discussions should be actively evaluated, and curricula and lessons should be restructured to encourage students to think both within and beyond the confines of the classroom.