2015 개정 교육과정에 따른 고등학교 『한국사』 분석 - 독립운동사를 중심으로 -

Abstract

This paper analyzes descriptions of the history of the independence movement among high school 〈Korean History〉 textbooks under the 2015 revised curriculum. Until now, most of the analysis of textbook descriptions has been about whether facts are wrong or reflected in the latest results. Although the authors describe the textbook according to the curriculum, they reveal their perspectives everywhere. It is reflected not only in the textual description but also in the exploratory activities. There is a limit to finding the authors’ intentions by analyzing what is ostensibly revealed. Therefore, this writer conducted a written interview with the authors who described the history of the independence movement. The interview was divided into a textual description and curriculum. Through this, the intentions of textbook descriptions and exploration activities were more accurately identified. In particular, this writer focused on how the authors tried to escape the “dichotomy discourse of exploitation and resistance,” which was the biggest problem in the narrative of independence movement history. Each author of the textbook had a slightly different opinion on this, and accordingly, the description of the textbook was different. Through this paper, the present writer attempted to analyze the author’s intentions involved in the description of the textbook and seek alternatives to the description of the history of the independence movement in the future.