Recent History Wars in South Korea

Autor/in	Yoon, Jong-Pil
Titel	Recent History Wars in South Korea
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 56 (2020) 4, S.548-567 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yoon, Jong-Pil)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2019.1590425
Schlagwörter	History Instruction; Educational Policy; Policy Analysis; Decision Making; Political Attitudes; Political Influences; Teaching Methods; Nationalism; Epistemology; Foreign Countries; Democracy; Textbooks; News Reporting; Educational History; South Korea + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Politics of education; Bildungspolitik; Politikfeldanalyse; Decision-making; Entscheidungsfindung; Political attitude; Politische Einstellung; Political influence; Politischer Einfluss; Teaching method; Lehrmethode; Unterrichtsmethode; Nationalismus; Erkenntnistheorie; Ausland; Demokratie; Textbook; Text book; Schulbuch; Lehrbuch; News report; Reportage; History of education; Bildungsgeschichte; Korea; Republik
Abstract	This article aims to offer both an overview of the key issues and controversial policy decisions that defined history education in Korea for the past 10 years and a critical analysis of the actions taken by, and claims exchanged between, the advocates of New Right thinking and their opponents during this period. In doing so, it will point out the following three things. First, there has been a great deal of partisan political interference, more on the part of the right than of the left. Second, there was a strong presence of a nationalist element in the collective efforts made by the left to counter the conservative government's attempts to take firm control of what and how history is taught in schools. Third, both the right and the left played fast and loose with the idea of diversity in order to consolidate their academic and political positions. This was, it will be argued, as much a manifestation of fragmented reflections on relevant epistemological issues as the result of political expediency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01