교과서 구성 틀로서 ‘조선 초기 자주적 민족문화의 발전’과 그 비판

Abstract

This study aims to identify textbook narratives and critically examine their influence through textbook analysis on the National Culture of the early Joseon Dynasty. This approach stems from my research interest in trying to deconstruct any textbook narratives which provides frameworks of organizing specific topics in instructional explanation as well as units in history textbooks. To foster historical thinking and deconstructive reading, it seems to be necessary to expose the characteristics of textbook narratives which would lead to reveal the constructing process and reality of textbook narratives. Specifically, the analysis was made with focus on ''the Development of Independent National Culture in the early Joseon Dynasty'' which plays a role of a textbook narrative throughout a series of National Curriculum revisions and textbook revisions. Such a textbook narrative was identified to provide a framework of decide, exclude, and describe historical facts to create a particular story of the National Culture of the early Joseon Dynasty. Compared to previous history textbook reviews focusing on factual errors, exaggeration, and biased descriptions, this study can be characterized to emphasize the way to read in a deconstructive way based on close examination of textbook narratives. Since the textbook narratives are to reproduce corresponding to public demands of present values and civic engagement, this study strongly suggests that students need to learn how to read historical documents argumentatively not by avoiding existing textbook narratives but by actively deconstructing them.