한국 현대사를 많이 알면 민주시민이 될 수 있는가

Abstract

This study investigated the important issues surrounding the curriculum of Korean Contemporary History, which are raised in discussion of democratic citizenship education in the academia of history education. In the primary and secondary education, the April 19 Revolution, 5·18 Democratization Movement, and June Democratization Movement repeatedly appeared, because the curriculum of Korean Contemporary History is grounded in the framework of national development based on the Constitution. In the discussion of democratic citizenship education, it is argued that Korean Contemporary History has to address the period after 1987 more prominently; history classes based on controversy should be encouraged; and history education needs to actively respond to “historical negation.” In learning Korean Contemporary History, however, students have to have opportunities to think of diverse and multilayered aspects of people’s lives, rather than simply focusing on national political history and developmental narratives. History education should stress ontological values of human beings and contribute to reflecting critically on myself and the community. At this point, Korean Contemporary history needs not be emphasized more than other time periods and regions. In order to go beyond a single narrative structure in teaching Korean history, autonomy for constructing history curriculum, particularly teachers’ autonomy, should be expanded. Also, the policy for mandatory Korean History in the College Scholastic Ability Test should be abolished.