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커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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Recent discourses on history teaching have focused on the importance of the nature of history. Their views were within the limits of traditional assumptions of the discipline, such as fact-discovering work, positivistic methodology, and objective truth seeking. The social contexts of producing historical knowledge have been overlooked in the field so far. But the interpretations of the past vary subjected to present ideological positions, and history teachers should reveal the very context of the history they are dealing with.
Writing feminist history divulges and also embodies the ideological nature of historical knowledge, for it's based on feminist critiques and visions. Feminist history challenges the objectivity and neutrality claims of the traditional historical scholarship, in attempts to disclose its ideological exclusion of women from history. Contesting the existing frameworks and conceptualizations, feminist history pursues a new general history from the feminist perspective, through 'gender' as a primary category of critical analysis.
Gender history points to gender acting on social and symbolic institutions in various historical contexts, even within the historiography. With gender, we are able to examine the changing meanings of sexual difference and femininity/masculinity as social constructions, and also gendered identities structured through language. Feminist history teaching shares the basic features with the gender history, ultimately envisioning the gender-eqaul society through teaching activities. By searching for the construction of gender and gender identities in specific historical contexts, students can be more sensitive to the ways that meanings, past and present, are assigned to their sexaul identities as well as in which these meanings change. More over, they can be offered the possibilities of empowerment for more gender-equal future.
When a feminist teacher tries to organize her/his content knowledge in terms of gender history, one should consider the existing history curriculum first, of which the framework follows the male-centered traditional historical conventions. The attempts to incorporate content knowledge of feminist history in the existing history curriculum can be grouped in two ways. One is synthesizing, the other including. Although both deserve their own merits, they cannot transcend the frameworks and assumptions of existing curriculum. Hence, the need to find some original ways of constructing content knowledge proper to feminist history teaching, along with sharing the necessity of feminst approaches in history teaching and learning.
Writing feminist history divulges and also embodies the ideological nature of historical knowledge, for it's based on feminist critiques and visions. Feminist history challenges the objectivity and neutrality claims of the traditional historical scholarship, in attempts to disclose its ideological exclusion of women from history. Contesting the existing frameworks and conceptualizations, feminist history pursues a new general history from the feminist perspective, through 'gender' as a primary category of critical analysis.
Gender history points to gender acting on social and symbolic institutions in various historical contexts, even within the historiography. With gender, we are able to examine the changing meanings of sexual difference and femininity/masculinity as social constructions, and also gendered identities structured through language. Feminist history teaching shares the basic features with the gender history, ultimately envisioning the gender-eqaul society through teaching activities. By searching for the construction of gender and gender identities in specific historical contexts, students can be more sensitive to the ways that meanings, past and present, are assigned to their sexaul identities as well as in which these meanings change. More over, they can be offered the possibilities of empowerment for more gender-equal future.
When a feminist teacher tries to organize her/his content knowledge in terms of gender history, one should consider the existing history curriculum first, of which the framework follows the male-centered traditional historical conventions. The attempts to incorporate content knowledge of feminist history in the existing history curriculum can be grouped in two ways. One is synthesizing, the other including. Although both deserve their own merits, they cannot transcend the frameworks and assumptions of existing curriculum. Hence, the need to find some original ways of constructing content knowledge proper to feminist history teaching, along with sharing the necessity of feminst approaches in history teaching and learning.
목차
1. 머리말
2. 여성사 인식을 통해 본 역사교육 논의
3. 젠더사로서 여성사 교육의 의미
4. 여성사 교육을 위한 역사교육과정의 모색: 통합 혹은 편입?
5. 맺음말에 대신하여: 여성사 교육의 과제
Abstract
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UCI(KEPA) : I410-ECN-0101-2009-374-015490615