The generational transmission of Jeju 4‧3 after the 4‧3 is a calling of the times. The most effective and formal way to achieve this generational transmission to the post-experience generation of Jeju 4‧3 is through school education. Despite the importance of Jeju 4‧3 education, there is a lack of research addressing the practical aspects of education on Jeju 4‧3. Therefore, this study aims to examine the practices and educational significance of classes on Jeju 4‧3 conducted by a social studies teacher at a middle school in Jeju. To this end, the researcher, a social studies teacher at K Middle School in Hagwi-ri, Aewol-eup, Jeju City, conducted a self-study. Through this self-study, the researcher reflected on classes on Jeju 4‧3 practiced from 2023 to 2024 and on the teacher as the principal agent of these class practices. In 2023 and 2024, the researcher practiced classes titled ‘Peaceful Times: Focusing on Human Rights Violations and Restoration of Jeju 4‧3’ and ‘Those Left Behind After Jeju 4‧3: Breaking the Enforced Silence and Advancing Beyond Jeju 4‧3 Special Act’ in the third-and first-year social studies classes, respectively. Practicing 4‧3 classes based on achievement standards within the social studies curriculum over these two years holds meanings such as implementing community-based social studies education, teaching transitional justice, teaching difficult history, and overcoming teachers’ self-censorship. Finally, the researcher suggested tasks for collaboration among the Office of Education, teacher education institution to support the implementation of Jeju 4‧3 classes by teachers. It is hoped that this study will contribute to broadening the horizon of social studies class research and Jeju 4‧3 education research with themes of state violence and truth and justice.
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