BEGIN:VCALENDAR VERSION:2.0 PRODID:-//pretalx//pretalx.com//wha-annual-meeting-korea-2026//speaker//83G M8U BEGIN:VTIMEZONE TZID:KST BEGIN:STANDARD DTSTART:20000101T000000 RRULE:FREQ=YEARLY;BYMONTH=1 TZNAME:KST TZOFFSETFROM:+0900 TZOFFSETTO:+0900 END:STANDARD END:VTIMEZONE BEGIN:VEVENT UID:pretalx-wha-annual-meeting-korea-2026-BUHTXN@pretalx.com DTSTART;TZID=KST:20260626T103500 DTEND;TZID=KST:20260626T105500 DESCRIPTION:This paper explores how world history can be written and taught at a time marked by both deep global interconnection and the political re treat of globalization. Focusing on Japan\, it examines the tension betwee n globally oriented educational reforms and nationally bounded historical narratives through the framework of “Open Studies on the Ancient Mediter ranean World History.”\n\nSince 2022\, Japan has introduced new high sch ool subjects—“Modern and Contemporary History\,” “Advanced World H istory\,” and “Advanced Japanese History”—which emphasize inquiry- based learning\, historical thinking\, and citizenship education. These re forms align with global educational models promoted by organizations such as the OECD and the International Baccalaureate. However\, classroom pract ice often continues to assume a cohesive national “we\,” leaving insuf ficiently examined the questions of who defines this “we” and who is c onstructed as “others.”\n\nThe paper argues that “Open Studies on th e Ancient Mediterranean World History” provides a productive alternative by rethinking identity beyond the modern nation-state. It highlights Phoe nician identity as mobile\, relational\, and network-based rather than ter ritorially fixed. The Phoenicians illustrate a historical world structured by trade\, migration\, and cultural exchange without a single dominant po litical center—offering a valuable precedent for today’s interconnecte d yet fragmented world.\n\nThrough inquiry-based classroom practices that bridge ancient and modern history\, students compare constructions of “w e” in modern Japanese history with identity formation in the ancient Med iterranean. By engaging with primary sources and competing narratives\, th ey critically examine how historical boundaries are formed\, whose voices define the past\, and which perspectives are marginalized.\n\nThe paper co ncludes that world history education in a post-globalization era requires models of connection that transcend national exceptionalism. Japan’s cro ss-temporal and cross-regional approach to the ancient Mediterranean contr ibutes meaningfully to reimagining the global past. DTSTAMP:20260412T124027Z LOCATION:Room 302 (Seats 48) SUMMARY:Rethinking "We" and "Others" through Open Studies on the Ancient Me diterranean World History in Japan - Sota Maruono\, Ikuko Sato URL:https://pretalx.com/wha-annual-meeting-korea-2026/talk/BUHTXN/ END:VEVENT BEGIN:VEVENT UID:pretalx-wha-annual-meeting-korea-2026-Q8ZNWP@pretalx.com DTSTART;TZID=KST:20260627T131500 DTEND;TZID=KST:20260627T133500 DESCRIPTION:World history education has long been shaped by the assumption that globalization represents an inevitable and progressive historical pro cess. Drawing on educational contexts in Korea and Japan\, this paper reco nsiders how the global past can be taught in a contemporary world marked b y strengthened border controls\, resurgent nationalism\, and growing skept icism toward globalization.\n\nThis paper argues that the Neo-Assyrian Emp ire (934-609BCE) offers an effective pedagogical case for teaching world h istory in a “post-globalization” context. While Assyria is often assoc iated with militarism\, forced deportations\, and centralized imperial rul e\, cuneiform archival materials from Assur and other urban centers reveal an imperial system sustained by long-distance trade\, professional mobili ty\, and the integration of foreign families into the state economy. Mobil ity and connectivity in the Assyrian world were neither free nor universal \, but carefully managed by imperial institutions\, producing a form of im perial connectivity without globalization.\n\nFrom a pedagogical perspecti ve\, the Assyrian case challenges teleological narratives that equate hist orical connectivity with modern globalization. By incorporating Assyrian e vidence into secondary and undergraduate world history courses\, educators can encourage students to ask critical questions about borders\, migratio n\, and inequality: who was allowed to move\, trade\, and communicate acro ss imperial space\, and under what conditions? The paper concludes by outl ining concrete classroom strategies—such as source-based inquiry and com parative discussion—that use pre-modern imperial history to help student s critically engage with contemporary tensions between global interdepende nce and political closure. DTSTAMP:20260412T124027Z LOCATION:Room 201 (Seats 42) SUMMARY:Imperial Connectivity without Globalization: Teaching the Neo-Assyr ian Empire - Sota Maruono URL:https://pretalx.com/wha-annual-meeting-korea-2026/talk/Q8ZNWP/ END:VEVENT END:VCALENDAR