Global Convergence or National Identity Making?: The History Textbook Controversy in South Korea, 2004-2018

Autor/inn/en	Kim, Hyungryeol; Kim, Stephanie K.
Titel	Global Convergence or National Identity Making?: The History Textbook Controversy in South Korea, 2004-2018
Quelle	In: Asia Pacific Journal of Education, 39 (2019) 2, S.252-263 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Hyungryeol) ORCID (Kim, Stephanie K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2019.1621801
Schlagwörter	History Instruction; Ideology; National Curriculum; Self Concept; Textbooks; Foreign Countries; Nationalism; Educational Objectives; Political Influences; Political Attitudes; Ethnicity; Global Approach; Conflict; South Korea + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Ideologie; Selbstkonzept; Textbook; Text book; Schulbuch; Lehrbuch; Ausland; Nationalismus; Educational objective; Bildungsziel; Erziehungsziel; Political influence; Politischer Einfluss; Political attitude; Politische Einstellung; Ethnizität; Globales Denken; Konflikt; Korea; Republik
Abstract	Previous research has documented a worldwide shift in the teaching of history that looks beyond nation-state based history instruction in favor of a post-national curriculum that imparts knowledge of diverse identities, cultures, and global issues. In South Korea, however, the construction of national identity in history education continues to be a key function of its civilizing mission because of the uncertainty over inclusion of North Korea within South Korea's calculus of who constitutes Koreans. This article analyzes the domestic politics of history education in South Korea, with particular attention paid to the controversies surrounding the nationalization of history textbooks. In 2015, the administration of President Park Geun-hye announced plans for its own history textbook to "correct" ideological bias in the private history textbook market. Questions of nationhood, ethnicity, and identity took bitter shape in history textbooks, where portrayals over historical events were revised to underscore competing visions of state legitimacy vis-à-vis the global political order. Hence, we highlight that the South Korean textbook controversy not only challenges transnational convergence in history education but questions a conventional understanding of history education as decisively national or global rendered visible by the complicated and fraught histories of East Asian societies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01