Holding the severed finger. Korean students' understanding of historical significance.

Autor/in	Kim, Geena
Titel	Holding the severed finger. Korean students' understanding of historical significance.
Quelle	In: Journal of curriculum studies, 50 (2018) 4, S. 508-534Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2018.1461934
Schlagwörter	Kultur; Soziokultureller Faktor; Freiheit; Geschichtsunterricht; Gleichheit; Kultur; Soziokultureller Faktor; Geschichtsunterricht; Freiheit; Gleichheit; Korea, Republik
Abstract	This study investigated students' ideas about historical significance in Korea. Using qualitative, task-based interviews, I interviewed 28 secondary students who had taken Korean and world history courses. In response to various historical contexts, these Korean students relied primarily on a schematic narrative template consisting of 'tragedy,' 'struggle,' and 'freedom and equality' to judge historical significance. This schematic narrative template reflected the national identity which Korea established in the postcolonial context after independence in 1945. By applying this template to world history, moreover, students showed strong sympathy towards the oppressed, and this reflected their resistance to colonial and class hegemony. However, imposing this template resulted in significant omissions and distortions that might hinder the development of critical historical thinking. These findings suggest that a variety of cultural tools are necessary for Korean students to develop more complete and nuanced historical understanding.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2018/4