현행 초등학교 사회(역사)교과서의 다문화 인식

Abstract

This study set out to review multicultural content in current Social Studies(History) textbooks in elementary school and examine the ways that multicultural awareness was materialized in textbooks. For these purposes, the study first reviewed the content and characteristics of the Social Studies(History) curriculum and then examined a need for multicultural education in history education and multicultural content in textbooks based on the content systems and achievement criteria of Revised Curriculum of 2015. First, there were changes to the content of the current Social Studies(History) curriculum of 2015 including the division of "objectives" in the old Social Studies subject into "nature" and "objectives" in the new curriculum. Changes were also found in the parts of content systems and achievement criteria. There were three major characteristics in the system of history in the Revised Curriculum of 2015: first, there was an integrated composition between different areas; second, the "independence and concentration" approach that was maintained throughout Revised Social Studies Curriculums of 2007 and 2009 was replaced with "integration and decentralization" in the Revised Social Studies Curriculum of 2015; and the approach of decentralized arrangement was applied to prehistory and modern history. Secondly, a need for multicultural education in history education was confirmed: if multicultural education helps people remember and understand how people of different cultures got along and led a life in the multicultural era, it will offer a new plan of accelerating the path to social integration envisioned by traditional history education. Finally, the study found that there was little or poor multicultural content in the current curriculums and elementary history textbooks. The study made a couple of proposals to solve these problems: first, there is a need to grow out of the old chronological approach according to the time order and the diachronic approach encompassing all the periods. The history of diverse lives among migrants, women and the ruled, who have been alienated in the historic development around ethnic groups, should be organized as "central content" rather than "marginal content." Second, the old political history-based description should be replaced with local history- or life history-based description in order to supplement multicultural content.