영국의 다문화주의 교육과 역사교육 (Multiculturalism and History Teaching in Britain)

서지정보

· 발행기관 : 역사교육학회
· 수록지 정보 : 역사교육논집 / 49호 / 61 ~ 91페이지
· 저자명 : 김중락

초록

This article aims to examine the current situation of multiculturalism in history teaching in the United Kingdom. The United Kingdom has been one of the typical multicultural societies since the 1960s. The initial policy toward the racial minorities in Britain had been one of assimilation until the publication of the Swan Report of 1985 which reported a serious racial discrimination and inequality in the educational attainment among races in Britain.
The history national curriculum for primary and secondary state schools introduced in 1989 was a result of compromise between those who supported multiculturalism by allowing more space for world history than national history, and the conservatives who wanted to promote nationalism by emphasizing national history in school. An advanced history curriculum in multicultural terms was produced in 2008. The History National Curriculum of 2008 listed cultural, ethnic and religious diversity as one of six key concepts. This suggests that multicultural history education in Britain is much advanced as long as the history curriculum concerned.
Another aspect of history teaching in Britain is a dramatic shift in the contents of national history from the white indigenous people to the inclusion of minority people in the history textbooks. They tried to find the existence of africans and asians in British history in order to show the British society has been diverse rather than homogeneous. Many history educators are also trying hard to teach diversity in British history through various activities in the history classrooms.
In spite of these trends, however, it is difficult to say the multicultural history education in Britain has been efficient. The inclusion of minority peoples in textbooks may be helpful to rid of the prejudice that minority peoples were related to crimes. This approach, however, may lead a compartmentalization of history and can be said to be a biography rather than a history.
Many history teachers were proved very incompetent in dealing the very sensitive subjects such as slavery system, the crusades and the holocaust. An investigation reports that 84% of africans students with the caribbean background feel that they were alienated from history classes and regard the subject as irrelevant to themselves. Many white students have a serious prejudice towards the minority students.
Futhermore, the History Curriculum of 2008 has been under a review since January 2011. The ruling Conservative Party is trying to give more emphasis on the British history. The prime minister shocked many history teachers by saying in early 2012 that the 30 years of the British multicultural policy has failed, indicating the possible return to assimilation policy of the 1970s. However, the very fate of multiculturalism in history teaching appears to be depended upon the history teachers, not the politicians.

영어초록

This article aims to examine the current situation of multiculturalism in history teaching in the United Kingdom. The United Kingdom has been one of the typical multicultural societies since the 1960s. The initial policy toward the racial minorities in Britain had been one of assimilation until the publication of the Swan Report of 1985 which reported a serious racial discrimination and inequality in the educational attainment among races in Britain.
The history national curriculum for primary and secondary state schools introduced in 1989 was a result of compromise between those who supported multiculturalism by allowing more space for world history than national history, and the conservatives who wanted to promote nationalism by emphasizing national history in school. An advanced history curriculum in multicultural terms was produced in 2008. The History National Curriculum of 2008 listed cultural, ethnic and religious diversity as one of six key concepts. This suggests that multicultural history education in Britain is much advanced as long as the history curriculum concerned.
Another aspect of history teaching in Britain is a dramatic shift in the contents of national history from the white indigenous people to the inclusion of minority people in the history textbooks. They tried to find the existence of africans and asians in British history in order to show the British society has been diverse rather than homogeneous. Many history educators are also trying hard to teach diversity in British history through various activities in the history classrooms.
In spite of these trends, however, it is difficult to say the multicultural history education in Britain has been efficient. The inclusion of minority peoples in textbooks may be helpful to rid of the prejudice that minority peoples were related to crimes. This approach, however, may lead a compartmentalization of history and can be said to be a biography rather than a history.
Many history teachers were proved very incompetent in dealing the very sensitive subjects such as slavery system, the crusades and the holocaust. An investigation reports that 84% of africans students with the caribbean background feel that they were alienated from history classes and regard the subject as irrelevant to themselves. Many white students have a serious prejudice towards the minority students.
Futhermore, the History Curriculum of 2008 has been under a review since January 2011. The ruling Conservative Party is trying to give more emphasis on the British history. The prime minister shocked many history teachers by saying in early 2012 that the 30 years of the British multicultural policy has failed, indicating the possible return to assimilation policy of the 1970s. However, the very fate of multiculturalism in history teaching appears to be depended upon the history teachers, not the politicians.

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