BEGIN:VCALENDAR VERSION:2.0 PRODID:-//pretalx//pretalx.com//wha-annual-meeting-korea-2026//speaker//GYZ W9H 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-KEDJAK@pretalx.com DTSTART;TZID=KST:20260625T083000 DTEND;TZID=KST:20260625T100000 DESCRIPTION:World history education in South Korea has undergone continuous revision\, reflecting shifting historiographical paradigms\, national pri orities\, and changing understandings of global interconnection. While cur ricular reforms have sought to address critiques of Eurocentrism and to in corporate approaches associated with New World History and global history\ , significant tensions remain between reform discourse and classroom pract ice. This panel investigates the current state and challenges of world his tory education in South Korea through four interconnected dimensions: nati onal curriculum discourse\, textbook narratives\, high-stakes assessment\, and scholarly debates shaping reform.\nThe first paper analyzes the norma tive goals embedded in national curriculum documents\, identifying endurin g tensions between “human history” and “today’s world.” The seco nd paper investigates how high school textbooks construct global narrative s\, focusing on Eurocentrism and the distribution of historical agency. Th e third paper turns to assessment by examining eleven years of College Sch olastic Ability Test (CSAT) items\, revealing how high-stakes testing cons trains the realization of global history ideals. The fourth paper situates these developments within broader scholarly debates\, analyzing how resea rchers’ positionalities shape discourse on world history education in Ko rea.\nTaken together\, these studies show that world history education in South Korea operates at the intersection of global intellectual trends and national institutional structures. By integrating curriculum\, textbook\, assessment\, and discourse analysis\, the panel offers a comprehensive ex amination of how “the global” is conceptualized\, institutionalized\, and contested in world history. Korea’s experience offers a valuable cas e for international scholars seeking to understand how world history educa tion is evolving within national education systems in a period shaped by n ew debates about globalization. DTSTAMP:20260412T124029Z LOCATION:Room 105 (Seats 84) SUMMARY:World History Education in South Korea: Curriculum\, Textbooks\, As sessment\, and Scholarly Debates - Sun Joo Kang\, Hanseok Ko\, Eun Kyung S him\, Mimi Lee\, Soeun Lee\, Yongjun Park URL:https://pretalx.com/wha-annual-meeting-korea-2026/talk/KEDJAK/ END:VEVENT BEGIN:VEVENT UID:pretalx-wha-annual-meeting-korea-2026-CCTXMR@pretalx.com DTSTART;TZID=KST:20260625T150000 DTEND;TZID=KST:20260625T163000 DESCRIPTION:TBD DTSTAMP:20260412T124029Z LOCATION:Room 105 (Seats 84) SUMMARY:Reframing Korea in World History: From Textbook Narratives to Class room Practices - Dahee Kim\, Kenneth R. Curtis\, Mimi Lee URL:https://pretalx.com/wha-annual-meeting-korea-2026/talk/CCTXMR/ END:VEVENT BEGIN:VEVENT UID:pretalx-wha-annual-meeting-korea-2026-EZSSST@pretalx.com DTSTART;TZID=KST:20260627T150000 DTEND;TZID=KST:20260627T163000 DESCRIPTION:This panel examines how historical perspective can be systemati cally designed\, implemented\, and analyzed in middle school world history classrooms in Korea. In an era of globalization\, the ability to understa nd perspectives shaped by different historical contexts has become increas ingly important. Although historical perspective is widely recognized as c entral to historical thinking\, students often struggle to move beyond pre sentist or relativist interpretations.\nWe conceptualize historical perspe ctive across three interrelated domains. Contemporaneous perspective refer s to understanding how historical actors interpreted events within the soc ial\, political\, and cultural conditions of their own time. Historiograph ical perspective concerns how later historians and interpreters construct differing accounts of the same event based on distinct questions\, values\ , and evidentiary frameworks. Cross-temporal perspective involves comparin g and synthesizing perspectives from different temporal positions\, examin ing how interpretations shift across time.\nPaper 1 presents the design pr inciples of ten inquiry-based curriculum units built around widely used pr imary sources in Korean middle school textbooks. The materials articulate a staged progression across the three domains of perspective. Paper 2 anal yzes 1\,020 student responses generated through classroom implementation i n ten schools\, identifying patterns in students’ recognition and explan ation of historical perspective. Paper 3 offers an in-depth analysis of cr oss-temporal perspective through close examination of students’ written conclusions on selected modern topics. Together\, the panel clarifies the epistemic challenges of perspective learning and suggests instructional di rections for world history education. DTSTAMP:20260412T124029Z LOCATION:Room 106 (Seats 105) SUMMARY:Teaching and Learning Historical Perspective in Korean Middle Schoo l World History Classrooms: Curriculum Design and Analysis of Student Reas oning - Mimi Lee\, Robert B. Bain\, Sumin Shin\, Sebin Cheon URL:https://pretalx.com/wha-annual-meeting-korea-2026/talk/EZSSST/ END:VEVENT END:VCALENDAR