2026-06-25 –, Room 105 (Seats 84)
TBD
Korea in World History, Revisited
Abstract for Additional Participant 1:The challenge of appropriately representing Korean history in United States classrooms, curricula, and textbooks continues. In this presentation I will reflect on recent experiences, having spent thirty-five years as an instructor in modern world history, having co-authored with Valerie Hansen Voyages in World History for university and Advanced Placement students, and having published, with National Geographic Learning, World History: Voyages of Exploration for high school history learners in state-standards classrooms. Current U.S. debates over History education, with conservatives pushing for a more national and western focus, will provide an important context.
Title for Additional Participant 2:Between the Textbook and the Classroom: How History Teachers Navigate Textbook Narratives in Korea and the United States
Abstract for Additional Participant 2:Improving the representation of "the other" in history textbooks is a critical first step—but it is not the last. This paper examines what unfolds between the textbook and the classroom: how history teachers interpret, adapt, and at times resist the narratives embedded in curricular materials. Drawing on a series of empirical studies of Korean history teachers, it highlights the role of teachers who actively mediate textbook narratives rather than simply transmitting them. Even within a centralized national curriculum, teachers vary considerably in how they frame historical content and connect histories of "the other" to students' present lives. The paper also explores the curricular potential of public history materials within classroom contexts. Together, these findings suggest that efforts to improve cross-national representations in textbooks must be accompanied by sustained attention to teacher knowledge and professional learning.
Title for Additional Participant 3:Reframing Korea in U.S. Textbooks: Narrative Trends and Enhancements
Abstract for Additional Participant 3:Building on the previous discussions of the broader challenges facing history education, this presentation critically examines the image of Korea projected in widely used U.S. Social Studies textbooks. Drawing on long-term research experience through the "Understanding Korea Project," which involves a comprehensive review of more than 150 instructional materials and state curriculum frameworks, this study identifies and analyzes the persistent gaps between academic discourse and actual classroom content. The discussion will focus on the differing academic perspectives embedded in educational texts and maps and examine how omissions and limited perspectives impact students' multifaceted understanding of history. I will share case studies of direct collaboration with major publishers and authors to enhance these narratives, highlighting strategic efforts to present Korea as an active and independent agent in global history. Ultimately, this session emphasizes these educational interventions are essential for fostering a balanced, inclusive, and interconnected historical literacy among students.
Dahee Kim is a researcher with the Understanding Korea Project at the Academy of Korean Studies. Since 2013, she has specialized in critically analyzing Korea-related narratives in North American textbooks and international educational materials. She earned her Ph.D. with a focus on a comparative study of policies and practices in textbook publication. As a researcher, she bridges the gap between academic research and public diplomacy. Collaborating with international publishers, curriculum developers, and educators, she promotes accurate and in-depth representations of Korean history and culture. These efforts reflect her dedication to fostering a deeper understanding of Korea in global classrooms.
With a research and teaching background in twentieth-century African History, including an emphasis on colonial to post-colonial transitions, Kenneth R. Curtis is an Emeritus Professor of History at California State University Long Beach. He has taught survey courses, more specialized courses on twentieth century African and World History, and graduate seminars focused on World History scholarship and historiography. He has extensive experience working with high school teachers, including working with the College Board as the first Chief Reader for Advanced Placement World History. His publications include multiple textbooks, including Voyages in World History (fourth edition, with Valerie Hansen, Yale University) with editions for both university and Advanced Placement students, as well as World History: Voyages of Exploration, for high school classrooms which follow standards set by state boards of education.
Mimi Lee is an Associate Professor in the Department of History Education, College of Education at Seoul National University. Her research focuses on teachers’ use of primary sources and inquiry-based instruction. Drawing on nationwide teacher surveys, in-depth interviews, and lesson log analyses, she has shown that teachers vary widely in how they conceptualize primary sources, and that these beliefs strongly influence classroom practice. Her more recent projects investigate teacher factors—such as historical thinking orientations, views on the purpose of school history, and teaching experience—that affect the use of activities, sources, and inquiry. Building on these findings, she is currently leading the development of educative curriculum materials designed to support teachers’ knowledge growth and help them bridge the gap between disciplinary history and school history in the era of digital transformation.