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It is very important to analyze the relation of postodernism and history education in the age of globalization. The term of “Globalization” has become one of the dominant discourses in the 20th century. Since globalization is the direct result of the modernity, history and history education in general has been questioned in the background of postmodernism.
There is much debate currently on globalization in relate with history and history education. In its simplification, the world has been developing in a dichotomous way, classifying the core and the periphery, the domination and the subordination, the universal and particular, the strong and the weak, and the global and the local. Europe has been always in the center and a higher position compared with non-Europe since Columbus.
The recognition of ‘Globalization’ and ‘Postmodernism’ make us realize that ‘the world history’ as we known and learned up to now is no more a real world history. The world history as we learned is filled with prejudices and misunderstandings. Thus it is a time to depict a New History and New History Education from the basis of fair and balancing viewpoints about the history of the world.
I would like to assert in this article that a new history without prejudice is able to achieve through ‘de-centering’, ‘cross-communiting’, ‘intersect-understanding’ and ‘making of differences’ of the World history. These changes can be accomplished by the creation of an amateur historians by students through writing history by themselves. In addition, history teacher should try to change their teaching method from ‘teaching history’ to ‘doing history’.
In conclusion, this article suggests that history education should be transformed from ‘center’ to ‘periphery’ and ‘above’ to ‘below’ through various way of understanding and writing in history in order to substantialize ‘a real world history’ and ‘a flat world’ in the age of globalization.
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