Abstract
This study aims to investigate the way in which history curriculum and subject matters would be reconstructed for students to be able to learn historical contents while reading historically and critically. In this study, ‘textbook narratives’ are operationally defined as canonical explanation frameworks endured throughout changing national-level curriculums and textbooks up to this point. Based on historiographic review, curriculum materials and history textbooks, this study dealt with two textbook narratives such as diplomacy for ‘self-reliance and national interest’ and multi-cultural and dynamic Koryo dynasty narratives supporting modern values. The former has been highlighted with regard to foreign relationships in the Koryo dynasty including Seo Hee
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