영국의 ‘영국적 가치’ 교육의 맥락과 논쟁 : 시민 내셔널리즘 혹은 인종 제국주의?

강선주(Kang, Sunjoo) 조선대학교 국제문화연구원 2021 국제문화연구 Vol.14 No.1

This article also explored the social context of institutionalizing British Values education and mobilizing citizenship and history programs to create national identity by Labour and Conservative governments in the last two decades. This article also explores the problems and criticisms faced by British Values education and the controversy over its policy. Based on news paper articles, governmental documents, and academic works, this article has found that the British governments has imposed the social cohesion duty in the 20000s and the prevent duty in the 2010s in response to social diversity, and that a few scholars have justified the British Values education as ‘reconstructive citizenship intervention’ in terms of liberal civil nationalism, but others have criticized it as a surveillance strategy, racial imperialism, white supremacy, and a discourse of exclusion. The British case helps gain an insight into the pitfalls of identity formation based on specific values in the age of migration and diversity.

미국의 20세기 전쟁에 대한 공식화된 기억 - 세계대전과 베트남 전쟁을 중심으로

강선주(Sunjoo Kang) 한국아메리카학회 2008 美國學論集 Vol.40 No.2

  A common past is preserved through institutions, traditions, and symbols. Among those institutions including museums, monuments, school textbooks, archives, commemorations, the school history textbook is one of the most crucial instruments to shape and transmit a collective memory of one nation. The notion of identity depends on the idea of memory. <BR>  The purpose of this article is to analyze three 11th-grade American history textbooks widely adapted in the U.S.- Pathways to the Present, American Nation, and American Odyssey- in order to seek answers to the following questions: how do the American history textbooks present the memories of war taken place in the 20th century, especially, World War Ⅰ, World War Ⅱ, and Vietnam War?; In the textbooks whose memories are accepted as the official memory of the nation. This article finds that "Pathways to the Present" is organized around two kinds of collective memories: one produced by the new-right and the other by the new-left. By integrating them together, the textbook attempts to represent both political views. "American Nation", seemingly adopting an "objective" attitude toward the two political views, in fact, tends to take the side of the new-right, while "American Odyssey" apparently takes the side of the new-left.

역사교육의 목적과 초등학교 교사의 역사교육관

姜鮮珠(Kang Sunjoo) 역사교육연구회 2008 역사교육 Vol.108 No.-

The article discusses aims of school history and explores elementary teachers' views on aims of history. For this purposes, the articles that discussed on aims or use of history were reviewed and five elementary teachers were interviewed. In this study, the aims of school history are divided into eight categories: 'history as preservation of cultural heritage', 'history as revival of greatness', 'history as moral virtues', 'history as analogy to solve present problems', 'history as evolution to the present', 'history as deconstruction', 'history as a way of knowing', and 'history as an insight into society and humanity'. This article finds that most of the teachers interviewed want to pursue history as preservation of cultural heritage. However, the teachers also emphasize 'history as revival of greatness', 'history as moral virtues', 'history as analogy to solve present problems', 'history as evolution to the present', and 'history as a way of knowing'.

병원간호사의 법에 대한 지식, 의식과 실천의지 간의 관계

이미애,변금순,강선주,Lee, Mi-Aie,Byeon, Keum Soon,Kang, Sunjoo 간호행정학회 2017 간호행정학회지 Vol.23 No.2

Purpose: The aim of this study was to evaluate nurses' knowledge of the law, consciousness, and will to practice and the relationships among factors affecting the will to practice. Methods: A cross-sectional survey was conducted and data were analyzed using descriptive statistics, independent t-test, ANOVA, Pearson correlation coefficients and multiple regression. Results: Most respondents were women (93.9%) and 75.6% of them had received basic education on law. The average score on knowledge of the law was $11.83{\pm}3.07$ for general law and $10.42{\pm}3.32$ for nursing law. The average score on consciousness of law and will to practice was $2.50{\pm}0.31$ and $4.32{\pm}0.58$, respectively. Differences were observed in knowledge of the law in terms of having taken a refresher course(F=5.87, p=.003); in consciousness of the law in terms of knowledge of the law (F=6.61, p<.002); and in will to practice according to age (F=7.30, p=.007) and educational level (F=13.08, p<.001). Factors influencing will to practice included behavioral and cognitive consciousness, general knowledge of law, and education. These factors explained 24% of the variance. Conclusion: Nurses knowledge and consciousness regarding law was relatively lower than their will to practice. Systematic law education for nurses and repetitive research are recommended to prevent nursing malpractice.

병원간호사의 법에 대한 지식, 의식과 실천의지 간의 관계

이미애(Lee, Mi-Aie),변금순(Byeon, Keum Soon),강선주(Kang, Sunjoo) 한국간호행정학회 2017 간호행정학회지 Vol.23 No.3

Purpose: The aim of this study was to evaluate nurses" knowledge of the law, consciousness, and will to practice and the relationships among factors affecting the will to practice. Methods: A cross-sectional survey was conducted and data were analyzed using descriptive statistics, independent t-test, ANOVA, Pearson correlation coefficients and multiple regression. Results: Most respondents were women (93.9%) and 75.6% of them had received basic education on law. The average score on knowledge of the law was 11.83±3.07 for general law and 10.42±3.32 for nursing law. The average score on consciousness of law and will to practice was 2.50±0.31 and 4.32±0.58, respectively. Differences were observed in knowledge of the law in terms of having taken a refresher course(F=5.87, p=.003); in consciousness of the law in terms of knowledge of the law (F=6.61, p<.002); and in will to practice according to age (F=7.30, p=.007) and educational level (F=13.08, p<.001). Factors influencing will to practice included behavioral and cognitive consciousness, general knowledge of law, and education. These factors explained 24% of the variance. Conclusion: Nurses knowledge and consciousness regarding law was relatively lower than their will to practice. Systematic law education for nurses and repetitive research are recommended to prevent nursing malpractice.

세계사교육의 '위기'와 '문제' : 역사적 조망

강선주 한국사회과교육연구학회 2003 사회과교육 Vol.42 No.1

최근에 세계사교육의 ‘위기’의 원인을 1970년대 ‘민족 주체의식’의 담론에 기초한 한국사와 세계사의 분리담론에서 찾으려는 논의가 있다. 그러나 세계사교육의 위기 뒤에는 ‘외국사연구’와 ‘세계사교육’의 분리담론도 있고, 크게는 교육과정에서 ‘도덕과’와 ‘사회과’의 분리체제 또한 중요한 역할을 하고 있다. 세계사교육의 위기 문제는 단순히 역사교육의 차원에서 접근될 것이 아니라 초등학교에서 대학에 이르는 교육과정에서 국민교육과 세계교육이 관계 정립의 차원에서 연구되어야 할 필요가 있다. 세계사 교육과 관련된 또 하나의 문제는 세계사교육 내용과 시각의 ‘유럽중심성’이다. 교육과정 개혁을 거듭하면서 세계사교육의 ‘유럽중심성’을 극복하기 위한 노력은 계속되었으나, 문제는 여전히 ‘아시아사’와 ‘유럽사’라는 세계사 구성 틀속에 남아있다. 본고는 이러한 관점에서 한국의 교육과정에서 하나의 과목으로 정립된 제1차 교육과정 이후 세계사교육의 위상 변화와 세계사교육을 둘러싼 논의를 살펴보고자 한다. There has been the argument that world history has been at risk because the dichotomy of Korean history as 'ours' vs. world history as 'the other's' constructed by a nationalist perspective has promoted teaching and studying national history while discouraging teaching and studying world history. However, we need to recognize that there have been other critical factors that put world history at risk. First, historians in Eastern and Western history have been little interested in synthesizing national and regional histories into world history or in writing textbooks for survey courses in world history at any level, while spending most of their time wrestling with their parochial topics within a scope of a nation. Second, as moral education, which had originally been a subject of the social studies, was separated from the social studies curriculum and established as an independent requirement in order to be used as an instrument to justify the authoritarian regime in the 1970s, the time devoted to the other subjects in the social studies curriculum including world history decreased. Solving problems of school world history requires us to put them in a broader scope than that of history education. In other words, we need to view issues and problems concerning school world history in the context of developing students' national literacy and global literacy. From the beginning of teaching world history, European history has occupied the central place in the world history curriculum. European history determined the structure, organizational themes and periodization of world history. In order to transcend Eurocentrism in the high school world history curriculum, history educators attempted to expand Asian history and adopted the conceptual framework, Asia vs. Europe. However, in the conceptual framework of Asia vs. Europe, has perpetuated Eurocentrism. Therefore, in order to help students cope with increasing cultural and ethnic pluralism and intensified global interdependence in the present world, the world history curriculum needs to be reconceptualized in the light of today's world changes.