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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.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 역사교육연구회 역사교육 歷史敎育 第128輯
- 발행연도
- 2013.12
- 수록면
- 113 - 134 (22page)
- DOI
- 10.18622/kher.2013.12.128.113
이용수
초록· 키워드
오류제보하기
This study intended to examine the ways in which a range of approaches to national identity in history education deal with the issue of cultural diversity and ‘shared’ history. First, attention is paid to the question of how to mainstream minority history by illustrating the examples of curriculum changes and innovative approaches to teaching and learning history in the UK. Second, this study aimed to explore how the disciplined ‘conversation’ of historical study can get teachers talking across the divide by drawing on the main challenges at the root of constructing a lesson sequence and resources on the Ottoman period in Cyprus in one of AHDR(Association for Historical Dialogue and Research) project.
In conclusion, some suggestions for the design of more representative curriculum and more inclusive teaching approaches to ‘minority’ history can be summarised as follow:
Most of all, it is important to note that teaching multi-ethnic history without tokenism can help students reflect on the issue of whose story has been ‘hidden from history’, thus leading to bring in the question of historiography. Bearing the main findings of the AHDR project, it is also worth noting that students who can problematise the very idea of any monolithic narrative of the period would wrestle with the task of constructing historical accounts from a diversity of competing stories by exploring varied perspective in the light of sources in question.
In conclusion, some suggestions for the design of more representative curriculum and more inclusive teaching approaches to ‘minority’ history can be summarised as follow:
Most of all, it is important to note that teaching multi-ethnic history without tokenism can help students reflect on the issue of whose story has been ‘hidden from history’, thus leading to bring in the question of historiography. Bearing the main findings of the AHDR project, it is also worth noting that students who can problematise the very idea of any monolithic narrative of the period would wrestle with the task of constructing historical accounts from a diversity of competing stories by exploring varied perspective in the light of sources in question.
목차
1. 서론
2. 역사 학습에서 ‘다양성’과 ‘분리’에 접근하는 방식
3. 단일한 서사를 넘어서 ‘역사하기’
4. 결론
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UCI(KEPA) : I410-ECN-0101-2015-370-001068748