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Since the latter part of the 1980s, there has been a major change in writing Spanish history textbooks. The change has to do with how these textbooks describe the periods of the Second Republic, the Spanish Civil War, and the Franco dictatorship. In the past, history textbooks in Spain primarily reflected the position of the Franco regime without presenting the perspectives of other political factions. In the last twenty years, however, textbook authors have taken into account new research into Spanish history and have begun describing historical events more objectively. Consequently, the partiality that characterized the old textbooks―the anti-democratic and pseudo-social explanations of the groups behind the 1936 coup―cannot be found in the new history textbooks.
Democracy in Spanish society, which was possible after the death of Franco, led to the almost universal transition from old interpretations to new ones in history textbooks. The more balanced historical descriptions have contributed to reconciliation between the winners and losers of the Spanish Civil War. However, there are still a number of defects that need to be addressed in recently published history textbooks. For example, they still tend to overlook the fact that politicians have taken an ambiguous position toward victims of the past since the death of Franco in 1975. Furthermore, the textbooks pay little attention to the details of reconciliation, their significance and limitations. These flaws need to be rectified soon if the function of the history textbooks to help achieve national reconciliation is to be realized.
Democracy in Spanish society, which was possible after the death of Franco, led to the almost universal transition from old interpretations to new ones in history textbooks. The more balanced historical descriptions have contributed to reconciliation between the winners and losers of the Spanish Civil War. However, there are still a number of defects that need to be addressed in recently published history textbooks. For example, they still tend to overlook the fact that politicians have taken an ambiguous position toward victims of the past since the death of Franco in 1975. Furthermore, the textbooks pay little attention to the details of reconciliation, their significance and limitations. These flaws need to be rectified soon if the function of the history textbooks to help achieve national reconciliation is to be realized.
목차
1. 서론
2. 프랑코 체제하(1939~1975)의 역사 교과서들
3. ‘민주주의로의 이행기’의 역사 교과서(1976~1985)
4. 1980년대 후반의 교과서들
5. 1990년대 이후의 교과서
6. 결론을 대신하여
참고문헌
참고문헌 (13)
참고문헌 신청
1. [단행본] - 엘리자베스 콜 / 2010 / 과거사 청산과 역사교육―아픈 과거를 어떻게 가르칠 것인가 / 동북아역사재단
2. [학술지(정기간행물)] - 김원중 / 2005 / 망각협정'과 스페인의 과거청산 / 역사학보 (185) : 277 ~ 305
3. [학술지(정기간행물)] - 김원중 / 2006 / [기획]스페인의 과거청산은 아직도 ‘망각협정’인가?－ 최근의 상황 변화를 중심으로－ / 민주주의와 인권 6 (1) : 85 ~ 112
4. [학술지(정기간행물)] - 김원중 / 2010 / 역사기억법(2007)과 스페인의 과거사 청산 노력에 대하여 - 배/보상, 화해, 위령의 측면을 중심으로 - / 이베로아메리카 연구 21 (1) : 193 ~ 220
5. [단행본] - Rafael Valls Monteˊs, Historia y memoria escolar / 2009 / Segunda repˊublica, Guerra Civil y Dictadura franquista en las aulas(1938~2008) / Unversitat de Val`encia
2. [학술지(정기간행물)] - 김원중 / 2005 / 망각협정'과 스페인의 과거청산 / 역사학보 (185) : 277 ~ 305
3. [학술지(정기간행물)] - 김원중 / 2006 / [기획]스페인의 과거청산은 아직도 ‘망각협정’인가?－ 최근의 상황 변화를 중심으로－ / 민주주의와 인권 6 (1) : 85 ~ 112
4. [학술지(정기간행물)] - 김원중 / 2010 / 역사기억법(2007)과 스페인의 과거사 청산 노력에 대하여 - 배/보상, 화해, 위령의 측면을 중심으로 - / 이베로아메리카 연구 21 (1) : 193 ~ 220
5. [단행본] - Rafael Valls Monteˊs, Historia y memoria escolar / 2009 / Segunda repˊublica, Guerra Civil y Dictadura franquista en las aulas(1938~2008) / Unversitat de Val`encia
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UCI(KEPA) : I410-ECN-0101-2015-900-002738710