지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
In this study, ancient history-related descriptions in 28 volumes of middle school Korean history textbooks that were published after liberation were analyzed in order to examine the change of perception about Japan in different time periods. These textbook descriptions were relocated into big topics such as ‘warfare and diplomacy’, ‘trades interchange’, and ‘cultural exchange’. Seeking into these topics, the birth of the representation of Japan and how it has changed over the years were observed. The arranged order of the topics can be divided into 3 periods: teaching standards set by the U. S. Forces, authorized textbooks, and state textbooks.
First, in Korean history textbooks based on teaching standards set by the U. S. Forces, ancient Japan was represented as ‘an annoying invader’, ‘powerless existence’, and ‘unbelievable existence’. In the meantime, in trading areas, it appeared that Japan had been trading frequently with Korean peninsula and other countries in the northern areas. In addition, Japan has been manifested as ‘unenlightened existence’ in relation to culture. In the textbooks that were published during these periods, the representation of Japan has been wandering around the edge of uncivilized and culturally under developed nation.
The representation of Japan in the authorized textbooks in compliance with the primary and secondary curriculum, which had been enforced after 1954, was in essence, not much different from the ones in Korean history textbooks based on teaching standards set by the U. S. Forces. However, due to the conciseness of the descriptions, in warfare related contents, a division of the representation into ‘an ally’ and ‘an invader’ was confirmed. In relation to trading, the fact that Japan traded with Silla, Balhae, etc., was drawn in neutral values, as its roles were formed into collateral and passive objects. In relation to cultures, sentimental tones had been excluded; meanwhile, Japan was still presented as a ‘subordinate nation’.
In the state textbooks (one-type textbooks) used from the third curricula to current, it was evident that Japan’s image has been settled into an image of Korean peninsula Baekje’s ‘unfortunate military partner’. Meanwhile, compared to previous times, the emphasis on the aspects of foreign trade was confirmed. In relation to culture, the gradually diminishing trend of expressions regarding superiority was visible.
In middle school Korean history textbooks after liberation, there were some sides of the representation of Japan that were improved positively. However, in the meantime, it can be said that the problems regarding the persistence of ‘cultural superiority’ visible from the textbooks immediately after liberation were also being held.
First, in Korean history textbooks based on teaching standards set by the U. S. Forces, ancient Japan was represented as ‘an annoying invader’, ‘powerless existence’, and ‘unbelievable existence’. In the meantime, in trading areas, it appeared that Japan had been trading frequently with Korean peninsula and other countries in the northern areas. In addition, Japan has been manifested as ‘unenlightened existence’ in relation to culture. In the textbooks that were published during these periods, the representation of Japan has been wandering around the edge of uncivilized and culturally under developed nation.
The representation of Japan in the authorized textbooks in compliance with the primary and secondary curriculum, which had been enforced after 1954, was in essence, not much different from the ones in Korean history textbooks based on teaching standards set by the U. S. Forces. However, due to the conciseness of the descriptions, in warfare related contents, a division of the representation into ‘an ally’ and ‘an invader’ was confirmed. In relation to trading, the fact that Japan traded with Silla, Balhae, etc., was drawn in neutral values, as its roles were formed into collateral and passive objects. In relation to cultures, sentimental tones had been excluded; meanwhile, Japan was still presented as a ‘subordinate nation’.
In the state textbooks (one-type textbooks) used from the third curricula to current, it was evident that Japan’s image has been settled into an image of Korean peninsula Baekje’s ‘unfortunate military partner’. Meanwhile, compared to previous times, the emphasis on the aspects of foreign trade was confirmed. In relation to culture, the gradually diminishing trend of expressions regarding superiority was visible.
In middle school Korean history textbooks after liberation, there were some sides of the representation of Japan that were improved positively. However, in the meantime, it can be said that the problems regarding the persistence of ‘cultural superiority’ visible from the textbooks immediately after liberation were also being held.
목차
1. 머리말
2. ‘전쟁’ 관련 기술에서의 표상
3. ‘교역’ 관련 기술에서의 표상
4. ‘문화’ 관련 기술에서의 표상
5. 맺음말
참고문헌 (64)
참고문헌 신청
1. [단행본] - 한중일 3국 공동역사편찬위원회 / 2005 / 미래를 여는 역사 / 한겨레신문사
2. [단행본] - 한일공통역사교재 제작팀 / 2005 / 조선통신사: 도요토미 히데요시의 조선 침략과 우호의 조선통신사 / 한길사
3. [단행본] - 전국역사교사모임 / 2006 / 마주보는 한일사 / 사계절
4. [단행본] - 역사교과서연구회 / 2007 / 한일교류의 역사: 선사부터 현대까지 / 혜안
5. [단행본] - 신주백 / 2006 / 한·일 중학교 역사교과서에서 식민지 지배에 관한 서술의 변화(1945~2005) in: 민족주의와 역사교과서 / 에디터 : 144 ~
2. [단행본] - 한일공통역사교재 제작팀 / 2005 / 조선통신사: 도요토미 히데요시의 조선 침략과 우호의 조선통신사 / 한길사
3. [단행본] - 전국역사교사모임 / 2006 / 마주보는 한일사 / 사계절
4. [단행본] - 역사교과서연구회 / 2007 / 한일교류의 역사: 선사부터 현대까지 / 혜안
5. [단행본] - 신주백 / 2006 / 한·일 중학교 역사교과서에서 식민지 지배에 관한 서술의 변화(1945~2005) in: 민족주의와 역사교과서 / 에디터 : 144 ~
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UCI(KEPA) : I410-ECN-0101-2010-374-001676473