미국사의 렌즈로 바라보는 세계사: 미국 학생들의 세계사 이해의 문제점과 대안
Seeing world history through the lens of national history: Problems and suggestions of U.S. students’ understanding of world history
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본 연구에서는 미국 중등학교 학생들이 세계사의 각종 주제를 어떻게 이해하는지를 살펴보았다. 본 연구를 수행하기 위해 미국 중부 지역의 한 중학교에서 6학년 세계사 수업 2학급, 7학년 세계사 수업 2학급을 10개월 간 관찰하였고, 이 수업 학생들 중 66명의 학생들과 과제 수행 중심의 모둠 인터뷰를 진행하였다. 학생들의 세계사 이해에서 두드러진 패턴을 탐색한 결과, 본 연구에 참여한 학생들은 행위자와 배경, 행동이나 사건, 인과관계 등이 잘 조합된 일련의 ‘내러티브’를 만들어 세계사를 이해한다는 것을 알 수 있었다. 특히 본 연구에 참여한 학생들이 구성하는 세계사 내러티브에는 구체적인 세계사 주제와는 별도로 미국사와 관련된 내용 지식이 다수 포함되어 있거나, 진보나 발전, 성공과 같이 미국사 이해에 활용되었던 내러티브 구조가 곳곳에 스며들어 있었다. 또한 학생들의 세계사 내러티브는 미국인으로서의 자긍심이나 지향 등이 함께 반영되어 있었다. 이러한 연구 결과는 학생들의 세계사 이해는 다양한 사람들의 삶의 경험을 이해하고자 하는 세계사 교육의 취지와는 다른 방향으로 이루어지고 있음을 보여준다. 이에 본 연구에서는 미국 중심주의적 교육과정에 변화가 필요하며, 역사 이해를 위한 다양한 도구를 활용할 수 있는 교수학습 방안이 필수적이라고 제안하였다.
Abstract
In this study, I examined how U.S. middle school students made sense of a variety of topics from world history. For this study, I conducted qualitative, task-based, small group interviews with 66 sixth and seventh grade students. Findings are as follows. First, students often mixed content knowledge from U.S. history into their understanding of world history. Second, students appropriated a narrative theme of ‘progress’—a sociocultural tool for understanding U.S. history—to structure world history knowledge. Finally, strong beliefs in the greatest United States were embedded in students’ world history narratives. Overall, it is found that narratives that served as sociocultural tools in students’ reasoning about U.S. history were found to wield significant influence over their understanding of world history topics. These findings suggest that students’ understandings of world history are contradictory to the purposes of world history education. Therefore, it is important that students are provided a variety of tools, such as historical inquiry, in order to develop more complete and nuanced historical understanding.
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