민주시민교육과 새로운 지역사 교육 (Education for Democratic Citizenship and New Local History Education)

서지정보

· 발행기관 : 역사교육학회
· 수록지 정보 : 역사교육논집 / 75호 / 3 ~ 33페이지
· 저자명 : 허영란

초록

If history education is defined as value or identity education in a narrow sense, there is a big possibility that it will not be compatible with civic education. It is because the goal of civic education is to help students cultivate their independent thinking competence, critical analysis, and judgment capability. It is thus needed to explore the possibilities of history education that can be combined with civic education while keeping its original characteristics.
This study examined the possibilities of "new local history" as part of history education to practice civic education. It pointed out limitations with traditional history education focused on the history of state and center, structure and politics, and the ruling class and provided specific problematic consciousness and research in "local history." In "new local history," "local" areas are perceived anew as historical places established through various exchanges and practices. Hybrid characteristics found in the past of local areas are also incorporated into historical narratives. This approach allows students to look at "places where I live" as specific historical places and realize that their families and communities as well as they themselves are the subjects of (local) history. They can thus have vivid experiences of plural understanding of history and its real examples connected to education for democratic citizenship.
One of the prominent methods for local history education is oral history education based on the collaboration work of students, teachers, and interviewees. Students can find history familiar as they participate in oral history education about familiar places and near past. They can also check historical interpretations that change according to the positions and perspectives of interviewees and relativist viewpoints intervening in them. In this process of oral history education, they are able to understand history in plural ways and further cultivate autonomous and critical thinking and criticism, communication skills, and problem-solving capabilities sought after in education for democratic citizenship. Despite such educational effects expected from oral history education, however, one should be careful about the risk of misleading students or leading them to extreme relativism.

영어초록

If history education is defined as value or identity education in a narrow sense, there is a big possibility that it will not be compatible with civic education. It is because the goal of civic education is to help students cultivate their independent thinking competence, critical analysis, and judgment capability. It is thus needed to explore the possibilities of history education that can be combined with civic education while keeping its original characteristics.
This study examined the possibilities of "new local history" as part of history education to practice civic education. It pointed out limitations with traditional history education focused on the history of state and center, structure and politics, and the ruling class and provided specific problematic consciousness and research in "local history." In "new local history," "local" areas are perceived anew as historical places established through various exchanges and practices. Hybrid characteristics found in the past of local areas are also incorporated into historical narratives. This approach allows students to look at "places where I live" as specific historical places and realize that their families and communities as well as they themselves are the subjects of (local) history. They can thus have vivid experiences of plural understanding of history and its real examples connected to education for democratic citizenship.
One of the prominent methods for local history education is oral history education based on the collaboration work of students, teachers, and interviewees. Students can find history familiar as they participate in oral history education about familiar places and near past. They can also check historical interpretations that change according to the positions and perspectives of interviewees and relativist viewpoints intervening in them. In this process of oral history education, they are able to understand history in plural ways and further cultivate autonomous and critical thinking and criticism, communication skills, and problem-solving capabilities sought after in education for democratic citizenship. Despite such educational effects expected from oral history education, however, one should be careful about the risk of misleading students or leading them to extreme relativism.

참고자료

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