일제 강점기에 대한 국사 교과서의 내러티브

Abstract

Earlier studies show that the narrating history method of the Korean history textbooks consisted of many chronicles, explaining descriptions and few analytic value judgments. Because I wish to know the narrative of Korean history textbooks, I examined the narration of Korean high school history textbooks on the Japanese occupation period. The way of writing the Japanese occupation period in Korean history textbooks is through dichotomy narration, as a narrative on‘ occupied nation’s rights and national movement’. Later it persues chronicles and typically structuralized explanation on writing historical fact. This attitude of the textbooks have relevance to the ideal of objectivity of historical narration that history has persued in the field of study. On the other hand, owing to contemporary historical influence, the existing political authority, and the value system,textbooks evade or leave out many historically sensitive issues in events of the Japanese occupation period. My idea is reconsidering the ideal of the historical objectivity, because the dichotomous way of narrating history can not cover a diversity of relations, and because originally history is reconstructed by historians. I think we can see significant narratives if textbooks contained critical, historical reflection on contemporary historically sensitive events that were evaded or left out in history and that will reduce the chances of a repeat occurance.