RISS 검색 - 국내학술지논문 상세보기

다국어 초록 (Multilingual Abstract)

This paper aims to examine Social Studies textbooks of Cambodia in terms of the theories of peace education. To achieve this goal, this study, using the conceptual framework for analysis, attempt to analyze 4-6 grades social studies textbooks in elementary school. One of the most pressing concerns in Cambodia today could be considered the pursuit of security. Therefore social studies textbooks can be said to be hard-working in passive peace. Unlike the general concept of passive peace, the non-peaceful factors in Cambodia are the insecurity associated with the mines and bombings of the Khmer Rouge regime era, the current traffic and security issues. Thus, the insecurity associated with the mines and bombings of the Khmer Rouge regime era, the current traffic and security issues in textbooks is emphasized as educational objectives and contents. Also, in the first-sixth grade social textbooks, this problem is discussed through an independent chapter, and a way to avoid it is presented. What is regrettable here is that focusing on passive avoidance from non-peaceful factors, students are not able to explore and practice active measures to solve them. The textbook discusses passive peace as avoidance from non-peaceful factors, but textbook does not deal with the nature of violence, types of violence as a structural violence, and a peaceful solution to the real problem. In this regard, worth noting revealed through the analysis of textbooks is that their orientation is placed on social maintenance rather than social change. In relation to the problem of participation, social textbooks focus on contributing to social maintenance rather than active participation in social change. It emphasizes being a good student and a good citizen who can contribute to social development. The main features of the teaching-learning methodology that appear in the teacher’s guidebook is that question or discussion theme does not attach much important to analyzing, critical thinking, and interpreting etc. In the part of the results of the expected learning, guidebooks provide learning result by rote memorization or learning by repetitive conditioning.

참고문헌 (Reference)

1 Gellman, Mneesha, "World views in peace building: a post conflict reconstruction challenge in Cambodia" 85-98, 2010

2 Firer, Ruth, "Virtual peace education" 5 (5): 191-201, 2008

3 Van de Put W., "Trauma, War and Violence: Public Mental Health in Socio-Cultural Context" Kluwer Acadmic/Plenum Publishers 2002

4 Danesh, H. B., "Toward an integrative theory of Peace education" 3 (3): 52-63, 2006

5 Lee Morgenbesser, "The failure of democratisation by elections in Cambodia" 23 (23): 135-155, 2017

6 Clayton, Thomas, "Reorientations in moral education in Cambodia since 1975" 34 (34): 505-517, 2005

7 Kent, Alexandra, "Peace, power and pagodas in present-day Cambodia" 9 (9): 77-97, 2008

8 Kent, Alexandra, "Peace, power and pagodas in present-day Cambodia" 9 (9): 77-97, 2008

9 Vriens, Lennart, "Peace Education: Cooperative Building of a Humane Future" 15 (15): 21-31, 1997

10 Castro, Loreta N., "Peace Education: A Pathway to a Culture of Peace" Miriam College 2008