일본인 다문화가정 자녀의 위치성과 역사인식에 관한 사례 연구

Abstract

In history class, children in multicultural family are confused about their identity beyond intellectual conflict when experiencing clash between ‘official history’ taught in school and their sociocultural backgrounds. Especially, confusion of those who have Japanese father or mother is even increased due to complex interaction of multicultural background and historical conflict between Korea and Japan. Therefore, in order to explore historical recognition of students, ‘positionality’, sociocultural backgrounds or situation, has to be understood. BR This paper is a qualitative study about what forms of historical recognition sociocultural positionality is expressed in, by conducting survey with selection type questions, after-survey interviews and in-depth interviews with seven children from Japanese multicultural families. The main discussion points are “what the factors are that affect the positionality of children in Japanese multicultural families when it operates as the basis of history recognition”, “In what shape the characteristics of historical recognition are expressed” and “what implications the features of their historical recognition have toward their history study”.BR ‘Distancing with tolerance to positionality of learners’ proposed from this study will help students in multicultural environments grow as members of society build community, better understanding, admitting and respecting themselves and others.