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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:20260412T123858Z
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/
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UID:pretalx-wha-annual-meeting-korea-2026-HH7VYB@pretalx.com
DTSTART;TZID=KST:20260625T150000
DTEND;TZID=KST:20260625T152000
DESCRIPTION:This paper examines how the colonial past is represented in sec
 ondary school history textbooks across national and world history narrativ
 es in South Korea and Spain. The two cases offer a compelling comparison\,
  as South Korea experienced colonial subjugation under Japanese imperial r
 ule\, whereas Spain was a major imperial power with a long history of over
 seas expansion. By juxtaposing these two cases\, the study seeks to illumi
 nate how differing historical positions shape the discursive construction 
 of the colonial past within both national memory and world history narrati
 ves. Drawing on Systemic Functional Linguistics (SFL)\, it analyses textbo
 ok passages addressing colonial expansion and decolonization in world hist
 ory sections\, alongside national history chapters dealing with Japanese c
 olonial rule in Korea and Spain’s colonial expansion in the Americas.\nF
 indings indicate that both countries predominantly employ Material process
 es\, presenting colonial history as a sequence of dynamic actions. However
 \, substantial differences emerge in agency and evaluation. In South Korea
 ’s textbooks\, the colonized frequently appear as active agents in both 
 national and world historical narratives. Colonial experiences are consist
 ently framed as a morally charged domain: the colonizers are typically eva
 luated negatively through judgment\, while the colonized are positively po
 sitioned as active agents of resistance. In contrast\, Spain’s textbooks
  construct the colonizer as the primary active participant in both nationa
 l and world history narratives. Abstract actors such as institutions and s
 ystems also appear prominently as active agents. Rather than foregrounding
  moral judgment\, Spain’s narratives tend to evaluate colonialism throug
 h institutional or structural appreciation\, producing a comparatively det
 ached and neutral framing. \nThis comparative study highlights the role of
  linguistic choices in mediating the colonial past within historical disco
 urse and contributes to a deeper understanding of the discursive mechanism
 s through which official histories legitimize or distance themselves from 
 colonial heritage.
DTSTAMP:20260412T123858Z
LOCATION:Room 201 (Seats 42)
SUMMARY:Colonial Pasts between National Memory and World History: A Compara
 tive Linguistic Analysis of South Korea and Spain’s History Textbooks - 
 Soeun Lee
URL:https://pretalx.com/wha-annual-meeting-korea-2026/talk/HH7VYB/
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