한국사 교육과정에서 ‘1987년 이후의 역사’ 서술의 필요성과 구성방안 모색

Abstract

History education should have more interest in the present and ‘recent history’ because the ‘recent history’ building up ‘today’ is directly related to learners’ lives. In modern history of Korea, the year of 1987 is an important point that has established the current structure of our lives. The perception of viewing the year of 1987 as a historical turning point encounters the ‘system of 1987’. According to this logic, since the June Democracy Movement, Korean society institutionalized the formal democracy and entered the mass society after getting out of the development system by Park Chung-hee. History education needs to concentrate on the democracy narration in the history since 1987. First, since the June Democracy Movement, the democratization has brought about qualitative changes to Korean society. As citizens considered themselves as a subject of rights, the civil society has grown. At the same time, citizens started asking about the roles of state. Also, the democratization pulled down the hostile coexistence between the South and North, relieved the confrontational atmosphere, and opened the era of reconciliation and cooperation. Even though the developmental dictatorship was finished with the end of authoritarian regime, the neoliberal globalization was fully started after 1997. In this process, citizens spreaded the discussion of economic and practical democracy. Through the history since 1987, learners could deeply think about the roles and responsibility of citizens building up the history. However, in the current Korean history curriculum, the history since 1987 is not described as a single time domain or independent chapters & verses, which is also applied to the 2009 revised curriculum and 2015 revised curriculum. Thus, this paper suggested the history curriculum since 1987 focusing on democracy as the central narrative. Emphasizing the controversy of history in the process of organizing the contents, it argued that learners should be able to experience the sensitive social controversy in the classroom lesson.