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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 역사교육연구회 역사교육 歷史敎育 第128輯
- 발행연도
- 2013.12
- 수록면
- 135 - 162 (28page)
- DOI
- 10.18622/kher.2013.12.128.135
이용수
초록· 키워드
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In the course of globalization Germany has taken a path that has made it a modern immigrant society with increasingly ethnic cultural diversity. With the introduction of a new immigration law of 2005, Germany has altered into an ‘immigration country.’ It has also changed the tasks of the history education, which had been centered mainly on the formation of the national identity since the 19th century. The ‘intercultural’ history education in Germany demands a new identity which includes the understanding and respect for the others, the ethnic and cultural minorities.
This paper illustrates the efforts of the German history education, focusing on the experiences of the second and third generation of the turkish immigrants. Besides history textbooks, immigrant museums and in particular the History Competition of the Korber Foundation in Hamburg, plays key roles in illuminating the immigrant history. Scholars are also seeking for the intercultural history education by the selection of historical contents, by the presentation of multi-perspectivity, and by the development of the teaching and learning processes which do not exclude the minorities.
This paper illustrates the efforts of the German history education, focusing on the experiences of the second and third generation of the turkish immigrants. Besides history textbooks, immigrant museums and in particular the History Competition of the Korber Foundation in Hamburg, plays key roles in illuminating the immigrant history. Scholars are also seeking for the intercultural history education by the selection of historical contents, by the presentation of multi-perspectivity, and by the development of the teaching and learning processes which do not exclude the minorities.
목차
1. 머리말
2. 독일 역사교육과 정체성의 문제
3. 이주사회의 도래와 독일 역사교육의 반응
4. 소수자를 위한 역사교육: 수업 현장의 대안들
5. 맺음말
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