The Renaissance Narrative Changes of World History Textbooks and the Problem of Modern Origins

Abstract

This study attempts to search for changes and meaning of world history by introducing the theory of ‘New World History’. The study reviews match and chasm for a Renaissance narrative between the 7th, 2009, 2011 World History National Curriculum and world history textbooks.BR The results of this study are as follow. First, the Renaissance narrative was changed from inclusion to exclusion, and exclusion to re-inclusion in World History National Curriculum. Besides, the view of the Renaissance in the Curriculum had an effect on world history textbooks.BR Second, the Renaissance narrative was written in the textbooks continuously, which was different to the curriculums. Regulatory power of the curriculums was refracted by the textbook publishers.BR Third, the Renaissance narrative in the textbooks was influenced by the author’s specialty in the Western History.BR Fourth, the Renaissance narrative paralleled the explanation of the core contents and added new and various types of supplementary materials.BR Fifth, the narrative was different than the modern period and the concepts were written by the Curriculums and textbooks.BR Until now, the discussion has progressed to some extent about the need and direction of the Overcoming Euro-centrism. However, the alternative content system and specific description were poor. In other words, the 2009 revised World History National Curriculum and world history textbooks in high school expressed ‘New World History’, which was meaningful and showed a realistic possibility.