세계화와 역사교육의 탈근대적 전환
Globalization and Postmodernism in History Education
0
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
It is very important to analyze the relation of postodernism and history education in the age of globalization. The term of “Globalization” has become one of the dominant discourses in the 20th century. Since globalization is the direct result of the modernity, history and history education in general has been questioned in the background of postmodernism. There is much debate currently on globalization in relate with history and history education. In its simplification, the world has been developing in a dichotomous way, classifying the core and the periphery, the domination and the subordination, the universal and particular, the strong and the weak, and the global and the local. Europe has been always in the center and a higher position compared with non-Europe since Columbus. The recognition of ‘Globalization’ and ‘Postmodernism’ make us realize that ‘the world history’ as we known and learned up to now is no more a real world history. The world history as we learned is filled with prejudices and misunderstandings. Thus it is a time to depict a New History and New History Education from the basis of fair and balancing viewpoints about the history of the world. I would like to assert in this article that a new history without prejudice is able to achieve through ‘de-centering’, ‘cross-communiting’, ‘intersect-understanding’ and ‘making of differences’ of the World history. These changes can be accomplished by the creation of an amateur historians by students through writing history by themselves. In addition, history teacher should try to change their teaching method from ‘teaching history’ to ‘doing history’. In conclusion, this article suggests that history education should be transformed from ‘center’ to ‘periphery’ and ‘above’ to ‘below’ through various way of understanding and writing in history in order to substantialize ‘a real world history’ and ‘a flat world’ in the age of globalization.
Abstract
It is very important to analyze the relation of postodernism and history education in the age of globalization. The term of “Globalization” has become one of the dominant discourses in the 20th century. Since globalization is the direct result of the modernity, history and history education in general has been questioned in the background of postmodernism. There is much debate currently on globalization in relate with history and history education. In its simplification, the world has been developing in a dichotomous way, classifying the core and the periphery, the domination and the subordination, the universal and particular, the strong and the weak, and the global and the local. Europe has been always in the center and a higher position compared with non-Europe since Columbus. The recognition of ‘Globalization’ and ‘Postmodernism’ make us realize that ‘the world history’ as we known and learned up to now is no more a real world history. The world history as we learned is filled with prejudices and misunderstandings. Thus it is a time to depict a New History and New History Education from the basis of fair and balancing viewpoints about the history of the world. I would like to assert in this article that a new history without prejudice is able to achieve through ‘de-centering’, ‘cross-communiting’, ‘intersect-understanding’ and ‘making of differences’ of the World history. These changes can be accomplished by the creation of an amateur historians by students through writing history by themselves. In addition, history teacher should try to change their teaching method from ‘teaching history’ to ‘doing history’. In conclusion, this article suggests that history education should be transformed from ‘center’ to ‘periphery’ and ‘above’ to ‘below’ through various way of understanding and writing in history in order to substantialize ‘a real world history’ and ‘a flat world’ in the age of globalization.
참고문헌 (36)
- 김미경, "세계화․세방화․다문화 - 아래로부터의 세계화를 위한 제언 -", 인문연구, (59), pp.207~252 (2010), 인문과학연구소
- 조지형, "유럽중심주의 논쟁과 세계화 시대의 새로운 역사인식, In 지구사의 도전", pp.218~ (2010), 서해문집
- Robert J. C. Young, "백색신화-서양이론과 유럽중심주의 비판" (2008), 경성대학교 출판부
- Mark Ferro, "새로운 세계사", pp.516~ (1994), 범우사
- 김동택, "식민주의자의 세계 모델", pp.7~8 (2008), 성균관대학교 출판부
- 최갑수, "유럽중심주의의 극복과 대안적 역사상의 모색", 역사비평, 52, pp.52~ (2000)
- 강정인, "서구중심주의의 사상사적 연원과 전개과정", 한국과 국제정치, 19(3), pp.1~23 (2003), 극동문제연구소
- 송요후, "2007년 개정 세계사 교육과정에서 “서구중심주의” 극복론에 관하여", 역사교육논집, (39), pp.87~128 (2007), 역사교육학회
- 아부-루고드, "유럽패권이전: 1250-1350"
- 호지슨, "세계사제고"
- 쵸두리, "유럽이전의 아시아"
- 챠크라바티, "Provincializing Europe"
- Peter N. Stearns, "Student Identities and World History Teaching", History Teacher, 33(2), pp.185~191 (2000)
- 임지현, "식민주의적 죄의식을 넘어서, 기억과 투쟁의 역사", pp.12~13 (2002), 삼인
- Eric Hobsbawm, "역사론", pp.23~27 (2003), 민음사
- 강철구, "역사와 이데올로기", pp.423~424
- 양정현, "포스트모던 역사이론의 ‘민족’논의와 역사교육, In 역사인식과 역사교육", pp.301~332 (2007), 책과함께
- 서의식, "포스트모던 시대의 한국사 인식과 국사교육", 역사교육, 80, pp.1~30 (2001)
- 도면회, "한국 근대사서술에서의 민족, 국가문제", 역사비평, 58(2), pp.54~63 (2002)
- Edward Said, "오리엔탈리즘" (2007), 교보문고
- Arjun Appadurai, "Modernity at Large: Cultural Demensions of Globalization" (2004)
- 차원현, "고삐풀린 현대성", pp.61~ (2004), 현실문화연구
- 김은중, "신자유주의, 문화, 이주(민)", 라틴아메리카연구, 17(1), pp.121~159 (2004), 한국라틴아메리카학회
- 이진경, "『노마디즘』I, II" (2002), 휴머니스트
- 한국교육과정 평가원, "2007 역사교육과정-역사교육과 세계사교육의 목표", ~ (2006)
- 이영효, "포스트모던 역사인식과 역사학습", 역사교육, 74, pp.15~27 (2000)
- 김한종, "비판적 역사읽기와 역사쓰기, In 역사교육과 역사인식", pp.142~147 (2007), 책과함께
- Seixas, "Schweigen! die Kinder!", pp.26~33
- L. B. Cebik, "Understanding Narrative Theory", History and Theory, 25(4), pp.58~81 (2004)
- 김한종, "역사수업 도구로서 내러티브의 구성 형식과 원리, In 역사교육과 역사인식", pp.212~
- 이영효, "내러티브 양식의 역사 서술체제 개발, In 역사교육과 역사인식", pp.264~269 (2007), 책과함께
- Roland Barthes, "Introduction to the Structual Analysis of Narratives", New Literary History, 16(2), pp.237~272 (1975)
- Richard Paxton, "‘Someone With Like a Wrote It’ : The Effects of a Visible Author on High School History Students", Journal of Educational Psychology, 89(2), pp.235~250 (1997)
- 최소옥, "내러티브를 통한 중학생의 역사 이해", 석사, 역사, pp.2000
- 곽차섭, "역사, 소설, 미시사의 글쓰기", 역사와 문화, 6, pp.217~228 (2003)
- 김재춘, "세계화와 역사교육 -새로운 패러다임을 위한 이론적 탐색-", 대구사학, 108, pp.183~223 (2012), 대구사학회