Elusive Images of the Other: A Postcolonial Analysis of South Korean World History Textbooks

Autor/inn/en	Kim, Young Chun; Moon, Seungho; Joo, Jaehong
Titel	Elusive Images of the Other: A Postcolonial Analysis of South Korean World History Textbooks
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 49 (2013) 3, S.213-246 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
Schlagwörter	Teaching Methods; Foreign Countries; World History; History Instruction; Textbooks; High Schools; Content Analysis; Foreign Policy; International Trade; Social Change; Industrialization; Asian Culture; Educational Change; Curriculum; South Korea + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Weltgeschichte; History lessons; Geschichtsunterricht; Textbook; Text book; Schulbuch; Lehrbuch; High school; Oberschule; Inhaltsanalyse; Außenpolitik; Trade; International relations; Handel; Internationale Beziehungen; Sozialer Wandel; Industrialisation; Industrialisierung; Bildungsreform; Curricula; Lehrplan; Rahmenplan; Korea; Republik
Abstract	South Korean educators and curriculum scholars have attempted to challenge Eurocentric points of view in history education. Despite these efforts, the dominant textbooks and teaching practices in South Korea continue to project colonial epistemologies. This article argues that postcolonial inquiry into knowledge production can help expand the debate. Grounded in a framework of postcolonial theories, we examine three Korean high school world history textbooks for the ways in which they reproduce Eurocentric colonial hegemony. To conduct our study, we developed four analytical criteria: (a) constructions of Subject/Other, (b) discourses of inclusion/exclusion, (c) silencing of voices, and (d) narratives of re/colonization. Focusing on two major historical themes in the textbooks--the Discovery of New Trade Routes and the Industrial Revolution--we postulate the need to pluralize historical consciousness, reflect the contributions of the East to world history, and rethink curriculum and teaching practices. (Contains 1 table and 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10