포괄적 평화교육 관점에 기반한 고등학교 통합사회 교과서 ‘평화’ 단원 분석 = Analyzing ‘Peace’ Unit in the Integrated Social Studies Textbooks from the Perspective of Comprehensive Peace Education

다국어 초록 (Multilingual Abstract)

The purpose of this study is to analyze Peace units of five high school ‘Integrated Social Studies’ textbooks and to provide implications for the implementation of peace education in classrooms and future curriculum revision and textbook development. The researcher constructed the definition and principles of comprehensive peace education through a literature review of peace education and utilized it as a basic framework for the analysis of Peace units in five textbooks. The main findings from the present study are as follows: First, the Peace units across five textbooks were based on the narrowly defined concept of peace, lacking an adequate attention to the complexity and diversity inherent in the concept of peace. Second, due to the influence of the national curriculum achievement standards, the Peace unit implicitly justified the liberal perspective on peace, and consequently failed to take into account potential advantages of various theoretical perspectives of peace, limiting alternative ways of perceiving the meaning of peace nad conflict resolution. Third, the Peace units tended to overlook the basic knowledge of conflict resolution based on the nature and management of conflict, and as a result, tended to provide learners with limited opportunities for in-depth and reflective learning on conflict and dispute. Fourth, the interdependence or interconnectivity of peace across different levels, which has been considered as one of crucial elements of peace studies especially from the perspective of transformative pedagogy, was not fully explained due to the structural decoupling between the Globalization unit and the Peace unit, which resulted in the failure to explain how peace interacts with various social, economic, and environmental factors. The results of this study offer crucial implications for the current Integrated Social Studies classroom, the process of social studies textbook development based on the 2022 revised curriculum, and the future curriculum revision.